lesson plan 1 objectives china resists outside … history/chapters/wh ch 12 global...explain that...

OBJECTIVES• Explain China’s resistance to foreigners.

• Describe rebellions that shook China.

• Summarize effects of China’s reforms.

• Trace the growth of nationalism there.

FOCUS & MOTIVATEExplain that this section describes the importance of foreign trade. Ask students to think of items associated with the United States that are the resultof trade or influence from elsewhere.(Possible Answers: pizza–Italy, Statue of Liberty–France)

INSTRUCTChina and the West10.4.4Critical Thinking• How did resistance to technology hurt

China? (China’s outdated boats lost toBritish gunboats.)

• How did the extraterritorial treaty helpforeigners? (not subject to law in certain ports)

ALL STUDENTSIn-Depth Resources: Unit 3

• Guided Reading, p. 71• History Makers: Cixi, p. 86• Geography Application: The Opium Wars, p. 77

Formal Assessment• Section Quiz, p. 207

ENGLISH LEARNERSIn-Depth Resources in Spanish

• Guided Reading, p. 96• Geography Application: The Opium Wars, p. 101

Reading Study Guide (Spanish), p. 127

Reading Study Guide Audio CD (Spanish)

STRUGGLING READERSIn-Depth Resources: Unit 3

• Guided Reading, p. 71• Building Vocabulary, p. 75• Geography Application: The Opium Wars, p. 77• Reteaching Activity, p. 90

Reading Study Guide, p. 127Reading Study Guide Audio CD

GIFTED AND TALENTED STUDENTSIn-Depth Resources: Unit 3

• Primary Source: from Letter to Queen Victoria, p. 79

eEdition CD-ROMVoices from the Past Audio CDPower Presentations CD-ROMWorld Art and Cultures Transparencies

• AT60 Sorting of Cocoons Electronic Library of Primary Sources

• from Two Years in the Forbidden Cityclasszone.com

Teacher’s Edition 371

SECTION 1 PROGRAM RESOURCES

Identifying Problems Use a chart to identify the internal and external problems faced by China in the 1800sand early 1900s.

TAKING NOTES

Internal External

China's Problems

Transformations Around the Globe 371

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

CULTURAL INTERACTIONWestern economic pressureforced China to open to foreigntrade and influence.

China has become anincreasingly important memberof the global community.

• Opium War• extraterritorial

rights• Taiping

Rebellion

• sphere ofinfluence

• Open DoorPolicy

• BoxerRebellion

1

SETTING THE STAGE Out of pride in their ancient culture, the Chinese lookeddown on all foreigners. In 1793, however, the Qing emperor agreed to receive anambassador from England. The Englishman brought gifts of the West’s mostadvanced technology—clocks, globes, musical instruments, and even a hot-airballoon. The emperor was not impressed. In a letter to England’s King GeorgeIII, he stated that the Chinese already had everything they needed. They were notinterested in the “strange objects” and gadgets that the West was offering them.

China and the WestChina was able to reject these offers from the West because it was largely self-sufficient. The basis of this self-sufficiency was China’s healthy agricultural econ-omy. During the 11th century, China had acquired a quick-growing strain of ricefrom Southeast Asia. By the time of the Qing Dynasty, the rice was being grownthroughout the southern part of the country. Around the same time, the 17th and18th centuries, Spanish and Portuguese traders brought maize, sweet potatoes, andpeanuts from the Americas. These crops helped China increase the productivity ofits land and more effectively feed its huge population.

China also had extensive mining and manufacturing industries. Rich salt, tin,silver, and iron mines produced great quantities of ore. The mines provided workfor tens of thousands of people. The Chinese also produced beautiful silks, high-quality cottons, and fine porcelain.

The Tea-Opium Connection Because of their self-sufficiency, the Chinese had lit-tle interest in trading with the West. For decades, the only place they would allowforeigners to do business was at the southern port of Guangzhou (gwahng•joh). Andthe balance of trade at Guangzhou was clearly in China’s favor. This means thatChina earned much more for its exports than it spent on imports.

European merchants were determined to find a product the Chinese wouldbuy in large quantities. Eventually they found one—opium. Opium is a habit-forming narcotic made from the poppy plant. Chinese doctors had been using itto relieve pain for hundreds of years. In the late 18th century, however, Britishmerchants smuggled opium into China for nonmedical use. It took a few decadesfor opium smoking to catch on, but by 1835, as many as 12 million Chinese peo-ple were addicted to the drug.

China Resists Outside Influence

CALIFORNIA STANDARDS

10.4.4 Describe the independence strugglesof the colonized regions of the world,including the roles of leaders, such as SunYat-sen in China, and the roles of ideologyand religion.

CST 1 Students compare the present withthe past, evaluating the consequences ofpast events and decisions and determiningthe lessons that were learned.

CST 4 Students relate current events to thephysical and human characteristics of places and regions.

Woodblock print of landscape byKatsushika Hokusai

Coffee (1935), Candido Portinari

LESSON PLAN

Electronic Library of Primary Sources• from Two Years in the Forbidden City

CALIFORNIA RESOURCESCalifornia Reading Toolkit, p. L54California Modified Lesson Plans for

English Learners, p. 103California Daily Standards Practice

Transparencies, TT46California Standards Enrichment

Workbook, pp. 53–54California Standards Planner and

Lesson Plans, p. L99California Online Test PracticeCalifornia Test Generator CD-ROMCalifornia Easy Planner CD-ROMCalifornia eEdition CD-ROM

Class Time 40 minutes

Task Using a map, a graph, and text to answercomprehension questions

Purpose To practice reading maps and graphs; toimprove understanding of important concepts inthe chapter

Instructions When students have finished readingthe “China and the West” section of the text, distribute the Geography Activity for this chapter(available in English and Spanish). Write difficult

terms from the activity on the board along withtheir meanings. (Possible Answers: “flooding themarket” = making large amounts of a productavailable for sale, which lowers the price; “vestedinterest” = a personal reason for supportingsomething) Have pairs of students work on read-ing the text, the map, and the chart and thenanswering the questions.

372 Chapter 12

CHAPTER 12 • Section 1

Geography of the Opium Wars

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

War Breaks Out This growing supply of opium caused great problems for China.The Qing emperor was angry about the situation. In 1839, one of his highest advis-ers wrote a letter to England’s Queen Victoria about the problem:

P R I M A R Y S O U R C EBy what right do they [British merchants] . . . use the poisonous drug to injure theChinese people? . . . I have heard that the smoking of opium is very strictly forbidden byyour country; that is because the harm caused by opium is clearly understood. Since it isnot permitted to do harm to your own country, then even less should you let it bepassed on to the harm of other countries.

LIN ZEXU, quoted in China’s Response to the West

The pleas went unanswered, and Britain refused to stop trading opium. Theresult was an open clash between the British and the Chinese—the Opium War of1839. The battles took place mostly at sea. China’s outdated ships were no matchfor Britain’s steam-powered gunboats. As a result, the Chinese suffered a humiliat-ing defeat. In 1842, they signed a peace treaty, the Treaty of Nanjing.

This treaty gave Britain the island of Hong Kong. After signing another treatyin 1844, U.S. and other foreign citizens also gained extraterritorial rights. Underthese rights, foreigners were not subject to Chinese law at Guangzhou and fourother Chinese ports. Many Chinese greatly resented the foreigners and the bustlingtrade in opium they conducted.

Growing Internal ProblemsForeigners were not the greatest of China’s problems in the mid-19th century, how-ever. The country’s own population provided an overwhelming challenge. Thenumber of Chinese grew to 430 million by 1850, a 30 percent gain in only 60 years.Yet, in the same period of time, food production barely increased. As a result,hunger was widespread, even in good years. Many people became discouraged, andopium addiction rose steadily. As their problems mounted, the Chinese began torebel against the Qing Dynasty.

Analyzing IssuesWhat conflicting

British and Chinesepositions led to theOpium War?

Special Economic ZonesToday, as in the late 1800s, the Chinesegovernment limits foreign economic activity toparticular areas of the country. Most of theseareas, called special economic zones (SEZs), arelocated on the coast and waterways ofsoutheastern China. Established in the late1970s, the SEZs are designed to attract, but alsocontrol, foreign investment.

One of the most successful SEZs is Shanghai(pictured at right). By the late 1990s, dozens offoreign companies—including IBM of the UnitedStates, Hitachi of Japan, Siemens of Germany,and Unilever of Great Britain—had investedabout $21 billion in the building and operatingof factories, stores, and other businesses. Thisinvestment had a huge impact on the economyof Shanghai. Throughout the 1990s, it grew bymore than 10 percent each year.

372 Chapter 12

More About . . .

China’s Opium AddictionIn the 19th century, opium addictionspread rapidly among Chinese govern-ment employees and soldiers. Historiansblame the drug for a decline in China’sstandard of living and for the deteriora-tion of public services, which eventuallyled to massive peasant uprisings duringthe mid-1800s.

In-Depth Resources: Unit 3• Primary Source: from Letter to Queen

Victoria, p. 79

Growing Internal Problems10.4.4Critical Thinking• What caused the increase in opium

addiction in the mid-19th century?(serious economic and social problems;opium was readily available)

• How did Hong’s withdrawal from everyday life contribute to the fall of the Taiping government? (Leadersfought with one another, weakeningthe kingdom.)

• What is ironic about the name Taiping, meaning “great peace”? (The movement led to destruction andmillions dead.)

Connect to Today

Special Economic ZonesAfter the British defeated China in theOpium War of 1842, Shanghai became a major port of trade. Since then it hasgrown into one of the most crowdedurban centers in the world.

A. Answer theBritish desire totrade with Chinaand shift the bal-ance of trade in itsown favor; theChinese resentmentof the harm opiumcaused its citizens

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Name Date

GEOGRAPHY APPLICATION: MOVEMENT

La Guerra del OpioIndicaciones: Lee los párrafos y estudia cuidadosamente el mapa. Después, contesta las preguntas.

Section 1

CHAPTER

12

Durante el siglo 18, Gran Bretaña comenzó ameter de contrabando en China un narcótico

conocido como opio, procedente de India. Su pro-pósito era abrir los mercados comerciales chinos.Gran Bretaña estaba desesperada por encontrar unproducto que los chinos quisieran comprar. El opiofue ese producto.

La Compañía de las Indias Orientales, unaempresa inglesa formada para comerciar con Asia,abrió el mercado de China al volver adictos a loschinos. Al principio, la Compañía limitó la distribu-ción del narcótico, con el propósito de aumentar suprecio. En esa época, el opio era una droga usadasólo por los chinos ricos; aún no la utilizaba la gentecomún. Sin embargo, en 1819, Gran Bretaña co-menzó a distribuir el opio en cantidades enormes

con el fin de eliminar la competencia. Aunque elprecio del narcótico bajó temporalmente, aumentóla cantidad de usuarios. El opio se volvió una drogarecreativa y se creó un vasto mercado de adictos.

El gobierno británico tenía gran interés enaumentar la cantidad de opio vendida en China.Con la plata obtenida mediante la venta del opiocompraba té chino, ya que en Inglaterra se consu-mían millones de galones anuales de esta bebida.

Los británicos, al aumentar sus ventas de opioen China, la Guerra del Opio en 1839. China que-ría impedir la venta y destruyó un cargamento deopio en Guangzhou. Los británicos respondieronatacando las ciudades portuarias que aparecen en elmapa. La guerra terminó en 1842, con un tratadofavorable para los victoriosos británicos.

C H I N AC H I N A

I N D I AI N D I A

BombayBombay

Singapore Singapore (Br(Br.).)

GuangzhouGuangzhou

XiamenXiamen

NanjingNanjing

NingboNingbo

CalcuttaCalcuttaHong KongHong Kong

ShanghaiShanghai

Opium

Opium

Opiu

m

I N D I A N O C E A NI N D I A N O C E A N

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I N D I A N O C E A N


S o u t hC h i n a

S e a

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Bombay

Singapore (Br.)

Guangzhou

Xiamen

Nanjing

Ningbo

CalcuttaHong Kong

Shanghai

Opium

Opium

Opiu

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0 1,000 Miles

Importación de opio en China, 1700–1840

200 1,000

1700 1770 1800 1820 1830

5,000

8,000

20,000

40,000

1840

Número aproximado

de arcones por año

equivale a 2000arcones de opio

In-DepthResourcesin SpanishTransformations Around the Globe 77

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Section 1

CHAPTER

12GEOGRAPHY APPLICATION: MOVEMENT

The Opium WarsDirections: Read the paragraphs below and study the map carefully. Thenanswer the questions that follow.

In the 1700s, Britain began smuggling from Indiainto China a narcotic known as opium in order to

open Chinese trade markets. The English had beendesperate to find a product the Chinese would buy.Opium became that product.

The East India Company, the English companychartered to trade in Asia, opened Chinese trademarkets by addicting the Chinese to opium. In thebeginning, the Company kept the distribution ofthe narcotic to a small amount in order to increasethe price. At that time, opium was a drug used onlyby wealthy Chinese—it was not yet a drug of thecommon people. However, in 1819, the Britishbegan distributing massive amounts of opium inorder to eliminate the competition. Though flood-ing the market temporarily dropped the price, thecheaper price of the drug increased the amount of

users. Opium became a recreational drug and cre-ated a vast market of opium addicts.

The British government had a vested interest innot only maintaining, but increasing the amount ofopium sold in China. Silver gained from the sale ofopium helped purchase Chinese tea, which theEnglish drank by the millions-of-gallons every year.The tax on this tea provided the British governmentwith ten percent of its revenue.

Britain’s expanding sales of opium to Chinacaused the Opium War of 1839. China wanted salesstopped and destroyed an opium shipment atGuangzhou. The British responded by attacking theport cities shown on the map. The war ended in1842 with a treaty favorable for the victoriousBritish.

C H I N AC H I N A

I N D I AI N D I A

BombayBombay

Singapore Singapore (Br(Br.).)

GuangzhouGuangzhou

XiamenXiamen

NanjingNanjing

NingboNingbo

CalcuttaCalcuttaHong KongHong Kong

ShanghaiShanghai

Opium

Opium

Opiu

m


B aB a y o fy o fB e n gB e n g a l

S o u t hC h i n a

S e a

S t r a i t o fa i t o f M a l a c c a M a l a c c a

C H I N A

I N D I A



S o u t hC h i n a

S e a

S t r a i t o f M a l a c c a

Bombay

Singapore (Br.)

Guangzhou

Xiamen

Nanjing

Ningbo

CalcuttaHong Kong

Shanghai

Opium

Opium

Opiu

m

0 2,000 Kilometers

0 1,000 Miles

Chinese Opium Imports, 1700–1840

200 1,000

1700 1770 1800 1820 1830

5,000

8,000

20,000

40,000

1840

Approximate number

of chests per year

equals 2,000opium chests

In-Depth Resources: Unit 3


Task Researching ideology behind the Taiping Rebellion

Purpose To share information with the class by creatingan inventive presentation

Instructions Tell students that the ideas that fueled the Taiping Rebellion were a mix of ancient ideals andmodern practical methods. For example, the rebelsworked the land and shared resources collectively. Menand women also were treated as equals at home and inthe workplace.

Encourage students to do additional research on the ideology behind this massive uprising, using encyclope-dias and books such as Jean Chesneaux’s China from theOpium Wars to the 1911 Revolution.

Have students present their information in a creative for-mat, such as a mural, a Web site, or a skit. Students maychoose to use a map in their presentations to orient theclass to the areas in which the rebellion took place.



Origins of the Taiping Rebellion

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Outline Maps 19

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East Asia

Geography Skills and Outline Maps

The Taiping Rebellion During the late 1830s, HongXiuquan (hung shee•oo•choo•ahn), a young manfrom Guangdong province in southern China, beganrecruiting followers to help him build a “HeavenlyKingdom of Great Peace.” In this kingdom, allChinese people would share China’s vast wealth andno one would live in poverty. Hong’s movement wascalled the Taiping Rebellion, from the Chineseword taiping, meaning “great peace.”

By the 1850s, Hong had organized a massivepeasant army of some one million people. Overtime, the Taiping army took control of large areas ofsoutheastern China. Then, in 1853, Hong capturedthe city of Nanjing and declared it his capital. Hongsoon withdrew from everyday life and left familymembers and his trusted lieutenants in charge of thegovernment of his kingdom.

The leaders of the Taiping government, however,constantly feuded among themselves. Also, Qingimperial troops and British and French forces alllaunched attacks against the Taiping. By 1864, thiscombination of internal fighting and outside assaultshad brought down the Taiping government. But China paid a terrible price. At least20 million—and possibly twice that many—people died in the rebellion.

Foreign Influence GrowsThe Taiping Rebellion and several other smaller uprisings put tremendous internalpressure on the Chinese government. And, despite the Treaty of Nanjing, externalpressure from foreign powers was increasing. At the Qing court, stormy debatesraged about how best to deal with these issues. Some government leaders called forreforms patterned on Western ways. Others, however, clung to traditional ways andaccepted change very reluctantly.

Resistance to Change During the last half of the 19th century, one person was incommand at the Qing imperial palace. The Dowager Empress Cixi (tsoo•shee) heldthe reins of power in China from 1862 until 1908 with only one brief gap. Althoughshe was committed to traditional values, the Dowager Empress did support certainreforms. In the 1860s, for example, she backed the self-strengthening movement.This program aimed to update China’s educational system, diplomatic service, andmilitary. Under this program, China set up factories to manufacture steam-poweredgunboats, rifles, and ammunition. The self-strengthening movement had mixedresults, however.

Other Nations Step In Other countries were well aware of China’s continuingproblems. Throughout the late 19th century, many foreign nations took advantageof the situation and attacked China. Treaty negotiations after each conflict gavethese nations increasing control over China’s economy. Many of Europe’s majorpowers and Japan gained a strong foothold in China. This foothold, or sphere ofinfluence, was an area in which the foreign nation controlled trade and investment.(See the map on page 374.)

The United States was a long-time trading partner with China. Americans wor-ried that other nations would soon divide China into formal colonies and shut outAmerican traders. To prevent this occurrence, in 1899 the United States declared


RecognizingEffects

What were theresults of theTaiping Rebellion?

VocabularyA dowager is awidow who holds atitle or propertyfrom her deceasedhusband.

▲ A Taiping forcesurrounds anddestroys an enemyvillage.

More About . . .

Hong XiuquanHong Xiuquan had a dream in his earlytwenties that he believed ordered him tofight evil. From then on, he worked tooverthrow the Qing dynasty. Hong hadhis own vision of Christianity, which forbade drugs, alcohol, and gambling.Under Hong, men and women weretreated as equals. Women were allowedto fight for Hong’s causes; however, thesexes were kept separate, even husbandsand wives.

Foreign Influence Grows10.4.4Critical Thinking• What is one indication that the

self-strengthening movement was notentirely successful? (China’s militarywas still not strong enough to defeat its attackers.)

• How did “sphere of influence” differfrom the Open Door Policy? (Sphereof influence–A specific country con-trolled trade in a certain area. OpenDoor Policy–All countries had equaltrade opportunities.)

Tip for English LearnersExplain that the word sphere, as part ofthe phrase “sphere of influence,” means“area.” A sphere is also a shape, such as a ball, a globe, or a planet.

B. Answer littlechange in the statusof the people andmassive death anddestruction


Task Creating a chart of causes and effects

Purpose To understand complex events in the strugglebetween China and Western powers

Instructions Explain that an event can have more thanone effect. Divide students into small groups. Have themdraw a chart like the one shown here and then worktogether to fill in the causes. Review students’ charts as a class and discuss the different effects students listed.

Students who need more help may complete the ReadingStudy Guide for this lesson.

374 Chapter 12


Recognizing Causes and Effects

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

374 Chapter 12

the Open Door Policy. This proposed that China’s “doors” be open to merchantsof all nations. Britain and the other European nations agreed. The policy thus pro-tected both U.S. trading rights in China, and China’s freedom from colonization.But the country was still at the mercy of foreign powers.

An Upsurge in Chinese NationalismHumiliated by their loss of power, many Chinese pressed for strong reforms.Among those demanding change was China’s young emperor, Guangxu(gwahng•shoo). In June 1898, Guangxu introduced measures to modernize China.These measures called for reorganizing China’s educational system, strengtheningthe economy, modernizing the military, and streamlining the government.

Most Qing officials saw these innovations as threats to their power. They reactedwith alarm, calling the Dowager Empress back to the imperial court. On her return,she acted with great speed. She placed Guangxu under arrest and took control ofthe government. She then reversed his reforms. Guangxu’s efforts brought about nochange whatsoever. The Chinese people’s frustration with their situation continuedto grow.

The Boxer Rebellion This widespread frustration finally erupted into violence.Poor peasants and workers resented the special privileges granted to foreigners.They also resented Chinese Christians, who had adopted a foreign faith. To demon-strate their discontent, they formed a secret organization called the Society ofRighteous and Harmonious Fists. They soon came to be known as the Boxers.Their campaign against the Dowager Empress’s rule and foreigner privilege wascalled the Boxer Rebellion.

P A C I F I C

O C E A N

Bay ofBengal

YellowSea

Huang

He

Ganges R.

LakeBaikal

LakeBalkhash

SouthChina

Sea

Chang Jiang

Sea

of

Japan

Bangkok

Rangoon

Manila

TokyoBeijing

GuangzhouXiamen

Fuzhou

Ningbo

Shanghai

CHINA

JAPAN

KOREA

MANCHURIA

RUSSIA

MONGOLIA

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L

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INDOCHINA

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BritishFrenchGermanJapaneseRussian

Original port openedby Treaty of Nanjing(1842)Treaty port openedby 1900Major city

Spheres of Influence

Treaty Ports

China: Spheres of Influence and Treaty Ports, c. 1900

GEOGRAPHY SKILLBUILDER: Interpreting Maps1. Human-Environment Interaction Which countries had spheres

of influence in China?2. Location What foreign power shown on the map had access to

inland China? What geographic feature made this possible?

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Name ______________________________________________________________ Date ______________________

CHAPTER 12 Section 1 (pages 369–373)

BEFORE YOU READIn the last section, you read about imperialism in Asia.

In this section, you will see how China dealt with foreign influence.

AS YOU READUse the chart below to take notes on events that occurredin China.

TERMS AND NAMESOpium War War between Britain andChina over the opium tradeextraterritorial rights Rights offoreign residents to follow the lawsof their own government rather thanthose of the host countryTaiping Rebellion Rebellion againstthe Qing Dynastysphere of influence Area in whicha foreign nation controls trade andinvestmentOpen Door Policy Policy proposed bythe United States giving all nationsequal opportunities to trade in ChinaBoxer Rebellion Rebellion aimed atending foreign influence in China

China Resists Outside Influence

China and the West (pages 369–370)

Was China able to resist foreign influence?In the late 1700s, China had a strong farming econ-omy based on growing rice. Other crops, such aspeanuts, helped to feed its large population. TheChinese made silk, cotton, and ceramics. Minesproduced salt, tin, silver, and iron. China needednothing from the outside world.

China limited its trade with European powers.All goods shipped to China had to come throughone port. Britain bought so much Chinese tea thatit was eager to find something that the Chinese

would want in large quantities. In the early 1800s,the British began shipping opium, a dangerousdrug, to China. The opium came mostly fromIndia. The Chinese tried to make the British stop.

As a result of the Opium War that followed,the British took possession of Hong Kong. Later,the United States and European nations wonextraterritorial rights and the right to trade infive ports. The Chinese resented these treaties butcould not stop them.

1. What happened as a result of the Opium War?

CAUSE EFFECT ON CH INA

British bring opium to China

Reading Study Guide

History from Visuals

Interpreting the MapAsk students which nations had bothcolonies and spheres of influence inChina. (Great Britain, France, Japan)

Extension The United States did nothave a colony or a sphere of influence inChina during this period. Have studentsresearch the history of U.S. dealings with China.

SKILLBUILDER Answers1. Human-Environment Interaction

Britain, France, Germany, Japan, Russia2. Location Britain; the Chang Jiang

An Upsurge in ChineseNationalism10.4.4Critical Thinking• What act by the Dowager Empress

helped cause the Boxer Rebellion?(arresting Guangxu)

• Why did Guangxu’s arrest make theChinese people unhappy? (He was trying to make changes that wouldhelp them economically.)

In-Depth Resources: Unit 3• History Makers: Cixi, p. 86

Electronic Library of Primary Sources• from Two Years in the Forbidden City

CAUSE

1. British bringopium to China.

2. Hong Xiuquanstarts TaipingRebellion.

3. United Statesdeclares OpenDoor Policy.

4. Workers launch theBoxer Rebellion.

EFFECT

Many Chinesebecome addicted.

Rebels controlsouth.

China is safe from colonization.

Chinese nationalismincreases..

EFFECT

Opium War

Millions die.

China is still dominated by foreign powers.

Major reformsare enacted.


ANSWERS

In the spring of 1900, the Boxers descended onBeijing. Shouting “Death to the foreign devils,”the Boxers surrounded the European section of thecity. They kept it under siege for several months.The Dowager Empress expressed support for theBoxers but did not back her words with militaryaid. In August, a multinational force of 19,000troops marched on Beijing and quickly defeatedthe Boxers.

Despite the failure of the Boxer Rebellion, astrong sense of nationalism had emerged in China.The Chinese people realized that their countrymust resist more foreign intervention. Even moreimportant, they felt that the government mustbecome responsive to their needs.

The Beginnings of Reform At this point, eventhe Qing court realized that China needed to makeprofound changes to survive. In 1905, the Dowager Empress sent a select group ofChinese officials on a world tour to study the operation of different governments.The group traveled to Japan, the United States, Britain, France, Germany, Russia,and Italy. On their return in the spring of 1906, the officials recommended thatChina restructure its government. They based their suggestions on the constitu-tional monarchy of Japan. The empress accepted this recommendation and beganmaking reforms. Although she convened a national assembly within a year, changewas slow. In 1908, the court announced that it would establish a full constitutionalgovernment by 1917.

However, the turmoil in China did not end with these progressive steps. Chinaexperienced unrest for the next four decades as it continued to face internal andexternal threats. China’s neighbor Japan also faced pressure from the West duringthis time. But it responded to this influence in a much different way.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Opium War • extraterritorial rights • Taiping Rebellion • sphere of influence • Open Door Policy • Boxer Rebellion

USING YOUR NOTES2. Which created the most

trouble for China, internalproblems or externalproblems? Why? (10.4.4)

MAIN IDEAS3. Why did the Chinese have little

interest in trading with theWest? (10.4.4)

4. What internal problems didChina face prior to the TaipingRebellion? (10.4.4)

5. Why did Emperor Guangxu’sefforts at reform andmodernization fail? (10.4.4)

SECTION ASSESSMENT1

CRITICAL THINKING & WRITING6. ANALYZING MOTIVES Why do you think European powers

established spheres of influence in China rather thancolonies, as they did in Africa and other parts of Asia? (10.4.4)

7. MAKING INFERENCES What importance did spheres ofinfluence have for China? (10.4.4)

8. COMPARING AND CONTRASTING What were thesimilarities and differences between the Taiping Rebellionand the Boxer Rebellion? (CST 1)

9. WRITING ACTIVITY Write adialogue between two of Dowager Empress Cixi’sadvisers—one arguing for continued isolation, the other for openness to foreign influence and trade. (Writing 2.1.c)

CULTURAL INTERACTION

INTERNET ACTIVITY

Use the Internet to find information on special economic zones inChina. Use your findings to create an annotated map showing thelocation of these zones. (10.4.4)

Analyzing CausesWhy did the

Boxer Rebellion fail?

INTERNET KEYWORDSspecial economic zones,SEZs

▲ A gang of Boxersattacks ChineseChristians.

Internal External

China's Problems

2. Sample Answer: Internal—Growing population,corrupt officials opposed to reform, inability tohandle external problems. External–Influenceof foreign powers, extraterritorial rights for foreigners, growing opium trade. Most troublesome—Internal, because resistance toreform led to more problems.

3. The Chinese were economically self-sufficient.4. growing population, poor harvests, corruption,

growing opium addiction

5. Qing officials felt threatened; DowagerEmpress committed to tradition

6. Possible Answer: China’s size and its central-ized government made conquest difficult.

7. China had less control over trade and investment.

8. Taiping—Threatened Qing Dynasty. Boxer—Anger toward foreigners. Both failed, yet moved China toward reform.

9. Rubric Dialogues should• include arguments for and against openness to

outside influence.• illustrate the turmoil the debate created.

Rubric Annotated maps should• identify locations of special economic zones

in China.• include interesting facts on these special

economic zones.• cite sources.

1. Opium War, p. 372 • extraterritorial rights, p. 372 • Taiping Rebellion, p. 373 • sphere of influence, p. 373 • Open Door Policy, p. 374 • Boxer Rebellion, p. 374


More About . . .

Reform in ChinaIn the early 1900s, women in Chinabegan questioning their traditional rolesas wives and mothers. Exposed toWestern fashions and Western ideas,many unwrapped the binding that crip-pled their feet and kept them close tohome. Some pursued an education either in China or in Japan. These “nontraditional” women pledged loyaltyto each other and gained support frommen who promised to start a new socialtrend and marry women with the still-unfashionable “large” feet. Some womeneven joined the Revolutionary Allianceand worked along with men toward political reform in China.

ASSESSSECTION 1 ASSESSMENTHave students work individually to com-plete items 1 and 2 and work in smallgroups to complete the remaining items.


RETEACHUse the Guided Reading activity forSection 1 to review the main ideas forthis section.

In-Depth Resources: Unit 3• Guided Reading, p. 71• Reteaching Activity, p. 90

C. AnswerDowager EmpressCixi expressed sup-port but did notback up her wordswith actions. Amultinational forceoverpowered therebels.

OBJECTIVES• Explain why Japan ended its isolation.

• Trace the growth of Japanese imperialism.

FOCUS & MOTIVATEDiscuss advantages and disadvantages of living in a modern society. (PossibleAnswers: Technology makes life easier;rapid change can cause people to lose jobs.)

INSTRUCTJapan Ends Its Isolation10.4.2Critical Thinking• What was one negative result of Japan

isolating itself from the rest of theworld? (failure to modernize)

• Why did Japan institute the Treaty ofKanagawa? (to avoid threat of attack by Perry)

• What other country that you have studied also looked to Europe and the United States as models for restructuring its society? (China)


• Guided Reading, p. 72Formal Assessment

• Section Quiz, p. 208


• Guided Reading, p. 97Reading Study Guide (Spanish), p. 129Reading Study Guide Audio CD (Spanish)


• Guided Reading, p. 72• Building Vocabulary, p. 75• Reteaching Activity, p. 91



• Primary Source: from The Autobiography of YukichiFukuzawa, p. 80

Electronic Library of Primary Sources

eEdition CD-ROMPower Presentations CD-ROMGeography Transparencies

• GT28 Japanese Imperialism, 1875–1910World Art and Cultures Transparencies

• AT61 Japanese Girl in Western DressElectronic Library of Primary Sources

• from Fifty Years of New Japanclasszone.com

376 Chapter 12


CULTURAL INTERACTION Japanfollowed the model of Westernpowers by industrializing andexpanding its foreign influence.

Japan’s continued developmentof its own way of life has madeit a leading world power.

• Treaty ofKanagawa

• Meiji era

• Russo-Japanese War

• annexation

2

SETTING THE STAGE In the early 17th century, Japan had shut itself off fromalmost all contact with other nations. Under the rule of the Tokugawa shoguns,Japanese society was very tightly ordered. The shogun parceled out land to thedaimyo, or lords. The peasants worked for and lived under the protection of theirdaimyo and his small army of samurai, or warriors. This rigid feudal systemmanaged to keep the country free of civil war. Peace and relative prosperityreigned in Japan for two centuries.

Japan Ends Its IsolationThe Japanese had almost no contact with the industrialized world during thistime of isolation. They continued, however, to trade with China and with Dutchmerchants from Indonesia. They also had diplomatic contact with Korea.However, trade was growing in importance, both inside and outside Japan.

The Demand for Foreign Trade Beginning in the early 19th century,Westerners tried to convince the Japanese to open their ports to trade. British,French, Russian, and American officials occasionally anchored off the Japanesecoast. Like China, however, Japan repeatedly refused to receive them. Then, in1853, U.S. Commodore Matthew Perry took four ships into what is now TokyoHarbor. These massive black wooden ships powered by steam astounded theJapanese. The ships’ cannons also shocked them. The Tokugawa shogun realizedhe had no choice but to receive Perry and the letter Perry had brought from U.S.president Millard Fillmore.

Fillmore’s letter politely asked the shogun to allow free trade between theUnited States and Japan. Perry delivered it with a threat, however. He wouldcome back with a larger fleet in a year to receive Japan’s reply. That reply wasthe Treaty of Kanagawa of 1854. Under its terms, Japan opened two ports atwhich U.S. ships could take on supplies. After the United States had pushed openthe door, other Western powers soon followed. By 1860, Japan, like China, hadgranted foreigners permission to trade at several treaty ports. It had alsoextended extraterritorial rights to many foreign nations.

Meiji Reform and Modernization The Japanese were angry that the shogun hadgiven in to the foreigners’ demands. They turned to Japan’s young emperor,Mutsuhito (moot•soo•HEE•toh), who seemed to symbolize the country’s sense of

Modernization in Japan

Analyzing Causes Listthe steps that Japan took toward modernization and the events that contributed to its growth as an imperialistic power.

TAKING NOTES

Modernization

Imperialism

376 Chapter 12


10.4.2 Discuss the locations of the colonialrule of such nations as England, France,Germany, Italy, Japan, the Netherlands,Russia, Spain, Portugal, and the United States.

CST 2 Students analyze how change hap-pens at different rates at different times;understand that some aspects can changewhile others remain the same; and under-stand that change is complicated and affectsnot only technology and politics but alsovalues and beliefs.

REP 4 Students construct and test hypotheses; collect, evaluate, and employinformation from multiple primary and secondary sources; and apply it in oral andwritten presentations.

HI 1 Students show the connections, causaland otherwise, between particular histori-cal events and larger social, economic, andpolitical trends and developments.


LESSON PLAN









Task Creating a graphic organizer

Purpose To understand what Japan adapted from other countries andwhat it means to adapt something

Instructions Tell students that, like China, Japan looked to the outsideworld when its leaders decided to make changes. Japan looked for countries that had the best ways of organizing government, the military,and education.

Have students work in pairs. Ask each pair to make a chart like the onepictured and then reread the text to find the information. Remind studentsthat the word adapt means to change something to fit a new situation.



Japan Adapts the Best of the West


China• Remains committed

to traditional values• Loses numerous

territorial conflicts• Grants other

nations spheres ofinfluence withinChina

• Finally acceptsnecessity for reform

pride and nationalism. In 1867, the Tokugawa shogun stepped down, ending the mil-itary dictatorships that had lasted since the 12th century. Mutsuhito took control ofthe government. He chose the name Meiji for his reign, which means “enlightenedrule.” Mutsuhito’s reign, which lasted 45 years, is known as the Meiji era.

The Meiji emperor realized that the best way to counter Western influence wasto modernize. He sent diplomats to Europe and North America to study Westernways. The Japanese then chose what they believed to be the best that Western civ-ilization had to offer and adapted it to their own country. They admired Germany’sstrong centralized government, for example. And they used its constitution as amodel for their own. The Japanese also admired the discipline of the German armyand the skill of the British navy. They attempted to imitate these European powersas they modernized their military. Japan adopted the American system of universalpublic education and required that all Japanese children attend school. Their teach-ers often included foreign experts. Students could go abroad to study as well.

The emperor also energetically supported following the Western path of indus-trialization. By the early 20th century, the Japanese economy had become as mod-ern as any in the world. The country built its first railroad line in 1872. The trackconnected Tokyo, the nation’s capital, with the port of Yokohama, 20 miles to thesouth. By 1914, Japan had more than 7,000 miles of railroad. Coal production grewfrom half a million tons in 1875 to more than 21 million tons in 1913. Meanwhile,large, state-supported companies built thousands of factories. Traditional Japaneseindustries, such as tea processing and silk production, expanded to give the coun-try unique products to trade. Developing modern industries, such as shipbuilding,made Japan competitive with the West.

Imperial JapanJapan’s race to modernize paid off. By 1890, the country had several dozen war-ships and 500,000 well-trained, well-armed soldiers. It had become the strongestmilitary power in Asia.

Japan had gained military, political, and economic strength. It then sought toeliminate the extraterritorial rights of foreigners. The Japanese foreign ministerassured foreigners that they could rely on fair treatment in Japan. This was becauseits constitution and legal codes were similar to those of European nations, heexplained. His reasoning was convincing, and in 1894, foreign powers accepted the

377

▲ The Dowager Empress Cixi(1862–1908)

SKILLBUILDER: Interpreting Charts1. Contrasting According to the diagram, in what ways did China and Japan

deal differently with Western influence?2. Comparing What similar responses did each country share despite the

different paths they followed?

Japan• Considers

modernization to benecessary

• Borrows and adaptsWestern ways

• Strengthens itseconomic and military power

• Becomes an empirebuilder

China and Japan Confront the West

▲ The Meiji Emperor Mutsuhito

(1867–1912)

• Have well-establishedtraditionalvalues

• Initially resistchange

• Oppose Westernimperialism

Both

Imperial Japan10.4.2Critical Thinking• What were the first steps toward

imperialism for Japan? (modernizing,increasing military power, ending extraterritorial rights)

• How many wars did Japan engage in tocontrol Korea? (two—the Sino-Japaneseand Russo-Japanese wars)

• What country did Britain colonize in amanner similar to Japan’s takeover ofKorea? (India)

Geography Transparencies• GT28 Japanese Imperialism, 1875–1910

Electronic Library of Primary Sources• from Fifty Years of New Japan


Interpreting the ChartAsk students to summarize the informa-tion in the chart in their own words.(Possible Answer: China and Japan bothemerged from isolation. China tooklonger to reform and modernize thanJapan did.)

Extension Encourage interested studentsto find out more about China’s militarydefeats in contrast to Japan’s military victories. Suggest that they research theSecond Opium War, the Russian takeoverof Manchuria, and the Sino-French War.

SKILLBUILDER Answers1. Contrasting China remained isolated

from the West longer. Japan quicklyadapted Western ways.

2. Comparing hatred of Western imperi-alism, initial resistance to change

Nation What Japan Adapted

Germany government, constitution, army

Great Britain navy

United States educational system


Task Creating a chart

Purpose To learn how to analyze political cartoons

Instructions Explain that political cartoons use caricature and exaggerationto make a serious point. A caricature is a drawing that emphasizes a certain feature or characteristic of the subject.

Ask students to draw a chart like the one shown on this page. Have themidentify the subject of the cartoon. (Japan’s defeat of Russia) Next, ask students to identify important symbols and details. (Japan looks angry andis holding a knife and a Russian soldier; Japan is digging claws into thepolar bear, Russia; Russia is holding weapons but looks defeated; Russia

is crushing what appears to be a man.) Then have students interpret itsmessage. (Japan has defeated Russia; both Russia and Japan havecrushed what we can assume is Korea.) Ask students to collect two orthree political cartoons and analyze them, recording their analysis in chartform. Students who need more practice with this skill should complete the Skillbuilder Practice activity for this chapter, which can be found in In-Depth Resources: Unit 3.

378 Chapter 12


Understanding Political Cartoons

SKILLBUILDER PRACTICE: ANALYZING POLITICAL CARTOONS

abolition of extraterritorial rights for their citizens living in Japan. Japan’s feelingof strength and equality with the Western nations rose.

As Japan’s sense of power grew, the nation also became more imperialistic. Asin Europe, national pride played a large part in Japan’s imperial plans. TheJapanese were determined to show the world that they were a powerful nation.

Japan Attacks China The Japanese first turned their sights to their neighbor,Korea. In 1876, Japan forced Korea to open three ports to Japanese trade. ButChina also considered Korea to be important both as a trading partner and a mili-tary outpost. Recognizing their similar interests in Korea, Japan and China signeda hands-off agreement. In 1885, both countries pledged that they would not sendtheir armies into Korea.

In June 1894, however, China broke that agreement. Rebellions had broken outagainst Korea’s king. He asked China for military help in putting them down.Chinese troops marched into Korea. Japan protested and sent its troops to Korea tofight the Chinese. This Sino-Japanese War lasted just a few months. In that time,Japan drove the Chinese out of Korea, destroyed the Chinese navy, and gained afoothold in Manchuria. In 1895, China and Japan signed a peace treaty. This treatygave Japan its first colonies, Taiwan and the neighboring Pescadores Islands. (Seethe map on page 369.)

Russo-Japanese War Japan’s victory over China changed the world’s balance ofpower. Russia and Japan emerged as the major powers—and enemies—in EastAsia. The two countries soon went to war over Manchuria. In 1903, Japan offeredto recognize Russia’s rights in Manchuria if the Russians would agree to stay outof Korea. But the Russians refused.

In February 1904, Japan launched a surprise attack on Russian ships anchoredoff the coast of Manchuria. In the resulting Russo-Japanese War, Japan drove

MakingInferences

Why did Japan become imperialistic?

Warlike JapanCartoonists often use symbols to identify thecountries, individuals, or even ideas featured intheir cartoons. Russia has long been symbolizedas a bear by cartoonists. Here, the cartoonist usesa polar bear.

Prior to the Meiji era, cartoonists usuallypictured Japan as a fierce samurai. Later, however,Japan often was symbolized by a caricature ofEmperor Mutsuhito. Here, the cartoonist hasexaggerated the emperor’s physical features tomake him look like a bird of prey.

SKILLBUILDER:Interpreting Political Cartoons1. Clarifying How does the cartoonist signify

that Japan is warlike?2. Making Inferences In their fight, Russia

and Japan appear to be crushing someone.Who do you think this might be?

378 Chapter 12

VocabularySino: a prefix mean-ing “Chinese”

Identify subject

Identify details and symbols

Interpret message

A. Possible AnswerIt had grown eco-nomically and mili-tarily strong enough, and itwanted to show thatit was a powerfulnation.

More About . . .

Extraterritorial RightsThe Japanese showed how much theyhad learned about Western thinkingwhen they convinced Western nations togive up their territorial rights in Japan.Realizing that a major reason that thesenations fought for extraterritorial rightswas that they didn’t understand othernations’ systems of justice, Japan assuredthem that its system was similar to theirown and that they would receive fairtreatment on Japanese soil.

Analyzing Political Cartoons

Warlike JapanHave the class brainstorm adjectives thatdescribe the animals’ temperaments andactivities in the cartoon. (Possible Answer:Both animals are considered strong andfierce, but the bird of prey is dominatingthe bear.)

Extension Suggest that interested students draw a cartoon that depicts therelationship between Japan and Koreaduring this era. Have students presenttheir cartoons to the class and explainwhy they chose to portray these countriesas they did.

SKILLBUILDER Answers1. Clarifying Japan is pictured as a

bird of prey and is wielding a bloodstained knife.

2. Making Inferences Possible Answers:the people of Manchuria; the peopleof Korea



1. Treaty of Kanagawa, p. 376 • Meiji era, p. 377 • Russo-Japanese War, p. 378 • annexation, p. 379

2. Sample Answer: Modernization—Military, government, and education. Imperialism—Defeat of China, Russia, Korean takeover. Modernization gave Japanthe military strength to win wars.

3. granted trade permission to foreigners;extended extraterritorial rights

4. studied Western ways and moved towardindustrialization

5. by gaining control of Korea

6. further intrusion by European trading nationsinto Japan and nearby lands; growing sense of power

7. Yes–Japan had to expand to compete against European powers. No–Harsh methodsagainst other countries were not necessary forJapan’s advancement.

8. The victory exploded the myth that Europeanwhites were superior in warfare. It created themyth of an Asian world takeover.

9. Rubric Letters should• explain Japan’s reasons for wanting to build

an empire.• express Japan’s desire to be taken seriously as

a major power.

Rubric Symbols should• illustrate the meaning of the name.• be drawn neatly.

CONNECT TO TODAY

ANSWERS

Russian troops out of Korea and captured most of Russia’sPacific fleet. It also destroyed Russia’s Baltic fleet, which hadsailed all the way around Africa to participate in the war.

In 1905, Japan and Russia began peace negotiations. U.S.president Theodore Roosevelt helped draft the treaty, whichthe two nations signed on a ship off Portsmouth, NewHampshire. This agreement, the Treaty of Portsmouth, gaveJapan the captured territories. It also forced Russia to with-draw from Manchuria and to stay out of Korea.

Japanese Occupation of Korea After defeating Russia,Japan attacked Korea with a vengeance. In 1905, it madeKorea a protectorate. Japan sent in “advisers,” who grabbedmore and more power from the Korean government. TheKorean king was unable to rally international support for hisregime. In 1907, he gave up control of the country. Withintwo years the Korean Imperial Army was disbanded. In1910, Japan officially imposed annexation on Korea, orbrought that country under Japan’s control.

The Japanese were harsh rulers. They shut down Koreannewspapers and took over Korean schools. There theyreplaced the study of Korean language and history withJapanese subjects. They took land away from Korean farm-ers and gave it to Japanese settlers. They encouragedJapanese businessmen to start industries in Korea, but for-bade Koreans from going into business. Resentment of Japan’s repressive rulegrew, helping to create a strong Korean nationalist movement.

The rest of the world clearly saw the brutal results of Japan’s imperialism.Nevertheless, the United States and other European countries largely ignored whatwas happening in Korea. They were too busy with their own imperialistic aims, asyou will learn in Section 3.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Treaty of Kanagawa • Meiji era • Russo-Japanese War • annexation

USING YOUR NOTES2. Do you think that Japan could

have become an imperialisticpower if it had not modern-ized? Why or why not? (HI 1)

MAIN IDEAS3. How was the Treaty of

Kanagawa similar to the treaties that Chinasigned with various Europeanpowers? (10.4.2)

4. What steps did the Meijiemperor take to modernizeJapan? (10.4.2)

5. How did Japan begin its questto build an empire? (10.4.2)

SECTION ASSESSMENT2

CREATING A SYMBOL

Conduct research to discover the name that Akihito, the present emperor of Japan, chose forhis reign. Then create a symbol that expresses the meaning of this name.

CRITICAL THINKING & WRITING6. ANALYZING CAUSES What influences were most

important in motivating Japan to build its empire? (10.4.2)

7. FORMING AND SUPPORTING OPINIONS In your view, wasJapan’s aggressive imperialism justified? Support youranswer with information from the text. (10.4.2)

8. ANALYZING BIAS How did Japan’s victory in the Russo-Japanese War both explode and create stereotypes? (10.4.2)

9. WRITING ACTIVITY In the role of aJapanese official, write a letter to the government of aWestern power explaining why you think it is necessaryfor your country to build an empire. (Writing 2.5.a)

EMPIRE BUILDING

CONNECT TO TODAY

Western Views of the EastThe Japanese victory over theRussians in 1905 exploded a strongWestern myth. Many Westernersbelieved that white people were asuperior race. The overwhelmingsuccess of European colonialism andimperialism in the Americas, Africa,and Asia had reinforced this belief.But the Japanese had shownEuropeans that people of other raceswere their equals in modern warfare.

Unfortunately, Japan’s militaryvictory led to a different form ofWestern racism. Influenced by theideas of Germany’s Emperor WilhelmII, the West imagined the Japaneseuniting with the Chinese andconquering Europe. The resultingracist Western fear of what was calledthe yellow peril influenced worldpolitics for many decades.

Vocabularyprotectorate: acountry under thepartial control andprotection ofanother nation

Modernization

Imperialism

ClarifyingHow did Japan

treat the Koreansafter it annexed thecountry?

Global Impact

Western Views of the EastAs students continue their study of world history, encourage them to look for examples of ongoing racism against the Japanese and against JapaneseAmericans, particularly during World War II. Also encourage further investiga-tion of current relations between Japan and Korea. The Internet is a good resource.

Vocabulary Note: AcademicVocabularyThe terms colony, protectorate, andannexed territory have distinct meanings.A colony is controlled by a far-off country.A protectorate’s government is partly controlled by another country. Annexedterritory has been made part of another country.

ASSESSSECTION 2 ASSESSMENTHave students work in small groups tocomplete item 9 and the Connect toToday activity. Let groups share their finalproducts with the class.


RETEACHUse the Reteaching Activity to review themain ideas of the section.

In-Depth Resources: Unit 3 • Reteaching Activity, p. 91

B. Answer harshlyand brutally

BooksForrer, Matthi. Hokusai: Prints and Drawings.New York: Prestel USA, 2001. Includes 13 drawingsand 151 woodblock prints by Hokusai.

Kobayashi, Tadashi. Ukiyo-E: An Introduction to Japanese Woodblock Prints. New York:Kodansha International, 1997. Explores the worldof Japanese woodcuts.

Nagata, Seiji. Hokusai: Genius of the JapaneseUkiyo-E. New York: Kodansha International, 2000.

VideoThe Life & Works of Hokusai: The Art ofPrintmaking. VHS. Library Video Company, 2002.800-843-3620.

380 Chapter 12

CHAPTER 12

380 Chapter 12

Japanese WoodblockPrintingWoodblock printing in Japan evolved from black-and-white prints createdby Buddhists in the 700s. By the late 1700s, artists learned how to createmulticolor prints.

Woodblock prints could be produced quickly and in large quantities,so they were cheaper than paintings. In the mid-1800s, a Japanese personcould buy a woodblock print for about the same price as a bowl ofnoodles. As a result, woodblock prints like those shown here became awidespread art form. The most popular subjects included actors, beautifulwomen, urban life, and landscapes.

RESEARCH LINKS For more on Japanese woodblock printing, go to classzone.com

▲ Naniwaya OkitaThe artist Kitagawa Utamaro created many prints of attractivewomen. This print shows Naniwaya Okita, a famous beauty ofthe late 1700s. Her long face, elaborate hairstyle, and many-colored robes were all considered part of her beauty.

▲ Carving the BlockThese photographs show a modern artistcarving a block for the black ink. (The artistmust carve a separate block for each colorthat will be in the final print.)

Carving the raised image requiresprecision and patience. For example, DavidBull, the artist in the photographs, makesfive cuts to create each strand of hair. Oneslip of the knife, and the block will beruined.


10.3.2, CST 4

History through Art

OBJECTIVES• Understand the origin and process of

woodblock printing.

• Appreciate the work of famousJapanese woodblock artists.

FOCUS & MOTIVATEWoodblock printing requires intense concentration and steadiness of hand.Ask students to compare this art formwith others they have studied, includingpainting and sculpting. Which art formwould they, themselves, be most likely toenjoy, and why?

INSTRUCTCritical Thinking• What might the artist be revealing

about Naniwaya Okita’s character byportraying her gazing into a mirror?(Possible Answers: concerned withbeauty and appearance; vain or self-critical)

• What is one possible theme ofKatsushika Hokusai’s Under the Wave off Kanagawa? (Possible Answers:forces of nature; humans vs. nature)

Tip for Gifted and Talented StudentsWoodblock prints by different artists oftenhave similar characteristics. Ask interestedstudents to compare and contrast thework shown here by Utamaro with thefine art transparency Japanese Girl inWestern Dress, by Yoshitoshi. Have themcompare and contrast the expression,attire, and detail of the subjects, alongwith objects depicted.

World Art and Cultures Transparencies• AT61 Japanese Girl in Western Dress

RECOMMENDED RESOURCES


CHAPTER 12

CONNECT TO TODAY: ANSWERS

1. Making InferencesPossible Answers: patience, precision, good drawing ability, a steadyhand, the ability to organize a step-by-step process

2. Forming and Supporting OpinionsPossible Answers: the artistry, including the colors and the sweeping lineof the waves; the print’s portrayal of the beauty and danger in nature;the tension created by showing an enormous wave about to swamp aboat; the unusual perspective of an enormous wave and a tiny mountain

1. Making Inferences What personalqualities and skills would an artistneed to be good at makingwoodblock prints?

See Skillbuilder Handbook, page R10.

2. Forming and Supporting OpinionsHokusai’s print of the wave, shownabove, remains very popular today.Why do you think this image appealsto modern people?

▲ Under the Wave off KanagawaKatsushika Hokusai was one of the mostfamous of all Japanese printmakers. This sceneis taken from his well-known series Thirty-SixViews of Mount Fuji. Mount Fuji, which manyJapanese considered sacred, is the small peakin the background of this scene.

▲ PrintingAfter the carved block is inked, the artist presses paper on it, printing apartial image. He or she repeats this stage for each new color. The artistmust ensure that every color ends up in exactly the right place, so thatno blocks of color extend beyond the outlines or fall short of them.

381

More About . . .

Kitagawa UtamaroUtamaro is primarily known for his precise and masterful compositions ofbeautiful Japanese women. During theheight of his success, he created prints ofa famous military leader’s wife and hisconcubines. For this act, he was arrestedand handcuffed for 50 days, accused ofinsulting the leader’s dignity. Utamaro didnot fully recover from the experienceemotionally; he did not paint again.

More About . . .

Katsushika HokusaiHokusai was a Japanese master artist andprintmaker. Early in his career he helpeddevelop the ukiyo-e tradition, or “picturesof the floating world.” Enjoying his fame,Hokusai was sometimes known to paintin front of crowds, creating portraits ofmythical figures up to 2,000 square feet.At the height of his popularity, he wassummoned to paint before the ruler ofJapan. Hokusai worked from age 18 toage 89, in his later years calling himself“the old man mad with painting.”

OBJECTIVES• Explain how Latin America’s colonial

legacy shaped its history.

• Document how foreign powers influ-enced Latin American economies.

• Trace effects of the Monroe Doctrineand the Roosevelt Corollary.

FOCUS & MOTIVATEDiscuss what benefits and problemsindependence can bring. (Benefits—Don’thave to obey anyone, responsible forown future. Problems—Help and advicemay not be available.)

INSTRUCTLatin America AfterIndependence10.4.1Critical Thinking• What other country have you studied in

this chapter in which the ruling classkept the working class from financialgain? (Korea, during period of Japanese control)


• Guided Reading, p. 73Formal Assessment

• Section Quiz, p. 209







• Primary Source: Building the Panama Canal, p. 81• Connections Across Time and Cultures: Responses

to Western Pressure, p. 88

eEdition CD-ROMPower Presentations CD-ROMCritical Thinking Transparencies

• CT28 Patterns of Resistance, 1830–1914Electronic Library of Primary Sources

• from The Rough Ridersclasszone.com382 Chapter 12

FollowingChronologicalOrder Use a time lineto list the major eventsin U.S. involvement inLatin America.

TAKING NOTES

1823 1898 1903 1914

382 Chapter 12


EMPIRE BUILDING The UnitedStates put increasing economicand political pressure on LatinAmerica during the 19thcentury.

This policy set the stage for20th-century relations betweenLatin America and the UnitedStates.

• caudillo• Monroe

Doctrine• José Martí• Spanish-

American War

• PanamaCanal

• RooseveltCorollary

3

SETTING THE STAGE Latin America’s long struggle to gain independencefrom colonial domination between the late 18th and the mid-19th centuries leftthe new nations in shambles. Farm fields had been neglected and were overrunwith weeds. Buildings in many cities bore the scars of battle. Some cities hadbeen left in ruins. The new nations of Latin America faced a struggle for eco-nomic and political recovery that was every bit as difficult as their struggle forindependence had been.

Latin America After IndependencePolitical independence meant little for most citizens of the new Latin Americannations. The majority remained poor laborers caught up in a cycle of poverty.

Colonial Legacy Both before and after independence, most Latin Americansworked for large landowners. The employers paid their workers with vouchersthat could be used only at their own supply stores. Since wages were low andprices were high, workers went into debt. Their debt accumulated and passedfrom one generation to the next. In this system known as peonage, “free” work-ers were little better than slaves.

Landowners, on the other hand, only got wealthier after independence. Manynew Latin American governments took over the lands owned by native peoplesand by the Catholic Church. Then they put those lands up for sale. Wealthylandowners were the only people who could afford to buy them, and theysnapped them up. But as one Argentinean newspaper reported, “Their greed forland does not equal their ability to use it intelligently.” The unequal distributionof land and the landowners’ inability to use it effectively combined to preventsocial and economic development in Latin America.

Political Instability Political instability was another widespread problem in19th-century Latin America. Many Latin American army leaders had gainedfame and power during their long struggle for independence. They often contin-ued to assert their power. They controlled the new nations as military dictators,or caudillos (kaw•DEEL•yohz). They were able to hold on to power because theywere backed by the military. By the mid-1800s, nearly all the countries of LatinAmerica were ruled by caudillos. One typical caudillo was Juan Vicente Gómez.

U.S. Economic Imperialism


10.4.1 Describe the rise of industrialeconomies and their link to imperialism andcolonialism (e.g., the role played by nationalsecurity and strategic advantage; moralissues raised by the search for nationalhegemony, Social Darwinism, and the mis-sionary impulse; material issues such as land,resources, and technology).

CST 3 Students use a variety of maps anddocuments to interpret human movement,including major patterns of domestic andinternational migration, changing environ-mental preferences and settlement patterns,the frictions that develop between popula-tion groups, and the diffusion of ideas,technological innovations, and goods.

HI 5 Students analyze human modificationsof landscapes and examine the resultingenvironmental policy issues.


LESSON PLAN



• Science & Technology: Technology RevolutionizesCommunications, p. 89

Electronic Library of Primary Sources • from The Rough Riders







Task Understanding sophisticated terms and quotations

Purpose To improve comprehension

Instructions Have pairs of students find difficult words,phrases, or quotations in the subsections “Latin AmericaAfter Independence” and “Economies Grow UnderForeign Influence.” Ask each pair to create a chart likethe one shown, with students working together to inves-tigate meanings and contexts. Encourage students touse glossaries and dictionaries.



Analyzing Quotations and Academic Vocabulary


He was a ruthless man who ruled Venezuela for nearly 30 years after seiz-ing power in 1908. “All Venezuela is my cattle ranch,” he once boasted.

There were some exceptions, however. Reform-minded presi-dents, such as Argentina’s Domingo Sarmiento, made strong com-mitments to improving education. During Sarmiento’s presidency,between 1868 and 1874, the number of students in Argentina dou-bled. But such reformers usually did not stay in office long. Moreoften than not, a caudillo, supported by the army, seized control ofthe government.

The caudillos faced little opposition. The wealthy landownersusually supported them because they opposed giving power to thelower classes. In addition, Latin Americans had gained little experiencewith democracy under European colonial rule. So, the dictatorship of acaudillo did not seem unusual to them. But even when caudillos were not inpower, most Latin Americans still lacked a voice in the government. Votingrights—and with them, political power—were restricted to the relatively few mem-bers of the upper and middle classes who owned property or could read.

Economies Grow Under Foreign InfluenceWhen colonial rule ended in Latin America in the early 1800s, the new nationswere no longer restricted to trading with colonial powers. Britain and, later, theUnited States became Latin America’s main trading partners.

Old Products and New Markets Latin America’s economies continued todepend on exports, no matter whom they were trading with. As during the colonialera, each country concentrated on one or two products. With advances in technol-ogy, however, Latin America’s exports grew. The development of the steamship andthe building of railroads in the 19th century, for example, greatly increased LatinAmerican trade. Toward the end of the century, the invention of refrigerationhelped increase Latin America’s exports. The sale of beef, fruits and vegetables,and other perishable goods soared.

But foreign nations benefited far more from the increased trade than LatinAmerica did. In exchange for their exports, Latin Americans imported Europeanand North American manufactured goods. As a result, they had little reason todevelop their own manufacturing industries. And as long as Latin America remainedunindustrialized, it could not play a leading role on the world economic stage.

IdentifyingProblems

What difficul-ties did lower-class Latin Amer-icans continue to face afterindependence?

▲ Argentinereformer DomingoSarmiento

▼ Workers unloadcoffee beans at aplantation in Brazil.Until recently,Brazil’s economydepended heavilyon the export ofcoffee.

More About . . .

CaudillosCaudillos ruled Latin America with a combination of bribery, patronage, andforce. Although the constitutions of manyLatin American nations were patternedafter the U.S. Constitution, the documentswere seldom upheld. As one of LatinAmerica’s greatest liberators, SimónBolívar, put it, “Treaties are scraps ofpaper; constitutions, printed matter; elections, battles; freedom, anarchy; andlife, a torment.”

Economies Grow UnderForeign Influence10.4.1Critical Thinking• How did the combination of railroads,

steamships, and refrigeration help tradefor Latin America? (Refrigeration keptfood from spoiling. Refrigerated com-partments aboard ships and trains carried goods to distant markets.)

• Why couldn’t an unindustrialized country be a major world power?(Possible Answers: depended too muchon manufactured goods from othercountries; poor weather could ruin thecrops and the economy)

Term or Quotation

Colonial legacy, p. 382

“All Venezuela is mycattle ranch.” p. 383

unindustrialized, p. 383

Clue

Legacy means something left orhanded down from the past.

Restated: “I own everything, andI’ll do what I want with it.”

Industrialized means a countryhas factories of its own.

New Understanding

The paragraph says “both beforeand after independence.” “Coloniallegacy” must mean what was leftafter colonial times.

A. Answer poverty,lack of voice in gov-ernment, lack ofeducation


Task Creating a time line

Purpose To understand the chronological order andeffects of Latin American historical events

Instructions Display Critical Thinking Transparency CT73.On the board, create a list of events like the one shownhere. Ask students to work in small groups to create achart like CT73 and fill it in using the events discussedunder “A Latin American Empire.” Students should locate

the events in the text and place them in the chart inchronological order, providing the date and a brief explanation for each.

Panama Canal opens.

Monroe Doctrine issued.

Spanish-American War begins.

Roosevelt Corollary issued.

Jose Marti returns.

384 Chapter 12


Chronology of Events in Latin America


Critical Thinking Transparencies, ,

A Latin American Empire10.4.1Critical Thinking• Why did U.S. security depend on Latin

America? (nearness—a hostile powercould base operations in Latin America)

• What caused Cubans to resent U.S.assistance in the Spanish-AmericanWar? (After the war, the U.S. set up a military government in Cuba.)

• What did the U.S. government do tosecure its interest in Latin America? (It established the Monroe Doctrine,issued the Roosevelt Corollary, and kepttroops in Latin America.)

Electronic Library of Primary Sources• from The Rough Riders

History Makers

José MartíJosé Martí was a much-admired poet andessayist as well as a revolutionary. One ofMartí’s poems was set to music in 1961,and the song “Guantanamera” was madefamous by U.S. folksinger Pete Seeger.Play a recording of this song for the classand ask students who speak or havestudied Spanish to translate it.

Inclusion TipFor those students who are hearingimpaired, locate the original poem“Guantanamera,” and ask a student who is fluent in Spanish to translate it in writing.

Analyzing MotivesWhy did the

United States jointhe Cuban war forindependence?

Outside Investment and Interference Furthermore, Latin American countriesused little of their export income to build roads, schools, or hospitals. Nor did theyfund programs that would help them become self-sufficient. Instead, they oftenborrowed money at high interest rates to develop facilities for their export indus-tries. Countries such as Britain, France, the United States, and Germany were will-ing lenders. The Latin American countries often were unable to pay back theirloans, however. In response, foreign lenders sometimes threatened to collect thedebt by force. At other times, they threatened to take over the facilities they hadfunded. In this way, foreign companies gained control of many Latin Americanindustries. This began a new age of economic colonialism in Latin America.

A Latin American EmpireLong before the United States had any economic interest inLatin American countries, it realized that it had strong linkswith its southern neighbors. Leaders of the United Stateswere well aware that their country’s security depended onthe security of Latin America.

The Monroe Doctrine Most Latin American colonies hadgained their independence by the early 1800s. But theirposition was not secure. Many Latin Americans feared thatEuropean countries would try to reconquer the newrepublics. The United States, a young nation itself, fearedthis too. So, in 1823, President James Monroe issued whatcame to be called the Monroe Doctrine. This documentstated that “the American continents . . . are henceforth notto be considered as subjects for future colonization by anyEuropean powers.” Until 1898, though, the United Statesdid little to enforce the Monroe Doctrine. Cuba provided areal testing ground.

Cuba Declares Independence The Caribbean island ofCuba was one of Spain’s last colonies in the Americas. In1868, Cuba declared its independence and fought a ten-yearwar against Spain. In 1878, with the island in ruins, theCubans gave up the fight. But some Cubans continued toseek independence from Spain. In 1895, José Martí, a writerwho had been exiled from Cuba by the Spanish, returned tolaunch a second war for Cuban independence. Martí waskilled early in the fighting, but the Cubans battled on.

By the mid-1890s, the United States had developed sub-stantial business holdings in Cuba. Therefore it had an eco-nomic stake in the fate of the country. In addition, the Spanishhad forced many Cuban civilians into concentration camps.Americans objected to the Spanish brutality. In 1898, theUnited States joined the Cuban war for independence. Thisconflict, which became known as the Spanish-AmericanWar, lasted about four months. U.S. forces launched theirfirst attack not on Cuba but on the Philippine Islands, aSpanish colony thousands of miles away in the Pacific.Unprepared for a war on two fronts, the Spanish militaryquickly collapsed. (See the maps on the opposite page.)

José Martí 1853–1895

José Martí was only 15 in 1868 whenhe first began speaking out forCuban independence. In 1871, theSpanish colonial governmentpunished Martí’s open oppositionwith exile. Except for a brief return tohis homeland in 1878, Martíremained in exile for about 20 years.For most of this time, he lived inNew York City. There he continuedhis career as a writer and arevolutionary. “Life on earth is ahand-to-hand combat . . . betweenthe law of love and the law of hate,”he proclaimed.

While in New York, Martí helpedraise an army to fight for Cubanindependence. He died on thebattlefield only a month after the warbegan. But Martí’s cry for freedomechoes in his essays and poems andin folk songs about him that are stillsung throughout the world.

RESEARCH LINKS For more on JoséMartí, go to classzone.com

384 Chapter 12

B. Answers to pro-tect its economicinterests in Cubaand to protestSpain’s brutal treat-ment of Cubancivilians

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Task Creating a problem/solution chart

Purpose To analyze problems and solutions in imperialisthistory, 1830–1914

Instructions Display Critical Thinking Transparency CT28.Ask students to choose one of the three countries to ana-lyze. Then display transparency CT77, a problem/solution

graphic organizer. As students study the patterns of resist-ance in a country, have them create a similar chart withthe appropriate information. Students may consult the textfor additional information as they fill in the details.

When students have completed their charts, ask them to share their charts with the class. Discuss students’ opinions of the outcome.



Analyzing Problems and Solutions in Imperialist Times


In 1901, Cuba became an independent nation, at least in name. However, theUnited States installed a military government and continued to exert control overCuban affairs. This caused tremendous resentment among many Cubans, who hadassumed that the United States’ aim in intervening was to help Cuba become trulyindependent. The split that developed between the United States and Cuba at thistime continues to keep these close neighbors miles apart more than a century later.

After its defeat in the Spanish-American War, Spain turned over the last of itscolonies. Puerto Rico, Guam, and the Philippines became U.S. territories. Havingbecome the dominant imperial power in Latin America, the United States next setits sights on Panama.

Connecting the Oceans Latin Americans were beginning to regard the UnitedStates as the political and economic “Colossus of the North.” The United Stateswas a colossus in geographic terms too. By the 1870s, the transcontinental railroadconnected its east and west coasts. But land travel still was time-consuming anddifficult. And sea travel between the coasts involved a trip of about 13,000 milesaround the tip of South America. If a canal could be dug across a narrow sectionof Central America, however, the coast-to-coast journey would be cut in half.

The United States had been thinking about such a project since the early 19thcentury. In the 1880s, a French company tried—but failed—to build a canal acrossPanama. Despite this failure, Americans remained enthusiastic about the canal.And no one was more enthusiastic than President Theodore Roosevelt, who led thenation from 1901 to 1909. In 1903, Panama was a province of Colombia. Rooseveltoffered that country $10 million plus a yearly payment for the right to build a canal.When the Colombian government demanded more money, the United States


VocabularyA colossus is a hugestatue that towersover the surround-ing area.

South

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OCEAN

April 25–April 30, 1898

May

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PHILIPPINE

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0

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U.S. forcesBattle

The Spanish-American War,1898: the Philippines

C a r i b b e a n S e a

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OCEAN

June 14–July 1, 1898

May , 1898

Tampa

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U.S. forcesU.S. blockadeSpanish forcesBattle

0

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The Spanish-American War,1898: the Caribbean

GEOGRAPHY SKILLBUILDER: Interpreting Maps1. Location Where is Cuba located in relation to the United States?2. Location In the war, the United States launched its first attack against the Philippine

Islands. Why might this have surprised the Spanish?


Interpreting the MapEncourage students to study each mapand determine where U.S. forces originated, landed, and attacked.(Tampa—Santiago; Hong Kong—nearManila)

Extension Ask interested students tocheck the textbook atlas and determinethe distance between Florida and HongKong. Have students speculate on whythe United States decided to launch two attacks against the Spanish in twoseparate regions of the world. (difficultfor Spanish to fight in two distant places)

SKILLBUILDER Answers1. Location Cuba is an island south of

the United States.2. Location The Spanish likely expected

the first attack to be in Cuba.

More About . . .

Europe and Latin AmericaEuropean powers interfered many times in Latin American affairs during the 19th century before the United Statesenforced the Monroe Doctrine: Britain—the Argentinean Falkland Islands(1833); France—Mexico and Uruguay(several times between the 1830s andthe 1860s); and Spain—the ChinchaIslands (1862–1866).

In-Depth Resources: Unit 3• Connections Across Time and Cultures:

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Critical Thinking Transparencies

1. Identifying ProblemsPossible Answers: deadly diseases, unsafe working conditions, distance from family

2. Evaluating DecisionsYes–World trade has benefited by saving timeand money; the canal was an important stepforward in engineering technology. No–Humanlife is more valuable than time or money; air travel and highways have made the canalless important.

386 Chapter 12


Panama CanalThe Panama Canal is considered one of the world’sgreatest engineering accomplishments. Its completionchanged the course of history by opening a worldwidetrade route between the Atlantic and Pacific oceans. Asshown in the diagram below, on entering the canal, shipsare raised about 85 feet in a series of three locks. Onleaving the canal, ships are lowered to sea level byanother series of three locks.

The canal also had a lasting effect on othertechnologies. Since the early 1900s, ships have been built to dimensions that will allow them to pass throughthe canal’s locks.

RESEARCH LINKS For more on the Panama Canal, go to classzone.com

1. Identifying Problems Whatdifficulties did workers face inconstructing the canal?

See Skillbuilder Handbook, page R5.

2. Evaluating Decisions In the morethan 90 years since it was built, doyou think that the benefits of thePanama Canal to world trade haveoutweighed the costs in time, money,and human life? Explain your answer.

• The canal took ten years tobuild (1904–1914) and cost$380 million.

• During the construction ofthe canal, workers dug upmore than 200 million cubicyards of earth.

• Thousands of workers diedfrom diseases while buildingthe canal.

• The trip from San Franciscoto New York City via thePanama Canal is about9,000 miles shorter than thetrip around South America.

• The 51-mile trip through thecanal takes 8 to 10 hours.

• The canal now handlesmore than 13,000 ships ayear from around 70 nationscarrying 192 million shorttons of cargo.

• Panama took control of the canal on December 31, 1999.

Canal Facts

Sea level

51 miles

Atlantic Ocean Pacific Ocean

Gatún Lake

Gatún Locks Gaillard Cut

Miraflores Lake

Pedro Miguel Locks

Miraflores Locks85' 85'

▲ This cross-section shows thedifferent elevations and locks thata ship moves through on the tripthrough the canal.

▲ Ships passing through the Pedro Miguel Locks

Panama Canal Cross-section

ColónCristóbal

BalboaPanama City

ATLANTIC

OCEAN

PACIFIC

OCEAN

GatúnLake

MaddenLake

MirafloresLake

Chagres R.

Gaillard Cut

GatúnDam

MaddenDam

GatúnLocks

MirafloresLocks

Pedro MiguelLocks

80°W

9°N

Canal routeCanal Zone

20 Kilometers0

0 10 Miles

Panama Canal

386


10.4.1, HI 2

CONNECT TO TODAY: ANSWERS

Science & Technology

OBJECTIVE• Understand the operation and

significance of the Panama Canal.

INSTRUCTHave interested students read ArthurBullard’s description of the creation ofthe Panama Canal.

In-Depth Resources: Unit 3• Primary Source: Building the Panama Canal,

p. 81• Science & Technology: Technology

Revolutionizes Communications, p. 89

Interactive This image is available in aninteractive format on the eEdition.Students can read explanations of howthe locks operate.

More About . . .

Early Attempts at Canal BuildingIn 1878 the French obtained the right to build a canal across Panama. Theiroriginal plan was to build the canal atsea level, but problems quickly arose andplans were drawn up using locks, similarto today’s. The effort ran into trouble,however, when politicians stole moneyfrom the canal company, eventually causing bankruptcy. Scientists wereunable to stop epidemics of tropical diseases from killing numerous workers.These problems eventually halted theFrench effort.


ANSWERS

responded by encouraging a revolution in Panama. The Panamanians had been try-ing to break away from Colombia for almost a century. In 1903, with help from theUnited States Navy, they won their country’s independence. In gratitude, Panamagave the United States a ten-mile-wide zone in which to build a canal.

For the next decade, American engineers contended with floods and witheringheat to build the massive waterway. However, their greatest challenge was the disease-carrying insects that infested the area. The United States began a campaignto destroy the mosquitoes that carried yellow fever and malaria, and the rats thatcarried bubonic plague. The effort to control these diseases was eventually suc-cessful. Even so, thousands of workers died during construction of the canal. ThePanama Canal finally opened in 1914. Ships from around the world soon beganto use it. Latin America had become a crossroads of worldtrade. And the United States controlled the tollgate.

The Roosevelt Corollary The building of the Panama Canalwas only one way that the United States expanded its influencein Latin America in the early 20th century. Its presence inCuba and its large investments in many Central and SouthAmerican countries strengthened its foothold. To protect thoseeconomic interests, in 1904, President Roosevelt issued acorollary, or extension, to the Monroe Doctrine. TheRoosevelt Corollary gave the United States the right to be “aninternational police power” in the Western Hemisphere.

The United States used the Roosevelt Corollary many timesin the following years to justify U.S. intervention in LatinAmerica. U.S. troops occupied some countries for decades.Many Latin Americans protested this intervention, but theywere powerless to stop their giant neighbor to the north. TheU.S. government simply turned a deaf ear to their protests. Itcould not ignore the rumblings of revolution just over its bor-der with Mexico, however. You will learn about this revolutionin Section 4.


Analyzing MotivesWhy was the

United States sointerested in build-ing the PanamaCanal?

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • caudillo • Monroe Doctrine • José Martí • Spanish-American War • Panama Canal • Roosevelt Corollary

USING YOUR NOTES2. Which event do you think was

most beneficial to LatinAmerica? Why? (10.4.1)

MAIN IDEAS3. Why did the gap between rich

and poor in Latin America growafter independence? (10.4.1)

4. What economic gains andsetbacks did Latin Americancountries experience afterindependence? (10.4.1)

5. Why was the United States sointerested in the security ofLatin America? (10.4.1)

SECTION ASSESSMENT3

CREATING A DATAFILE

Conduct research to find statistics on the ships and cargo that travel through the PanamaCanal. Use your findings to create a datafile for usage of the canal in a recent year. (10.4.1)

CRITICAL THINKING & WRITING6. ANALYZING MOTIVES Why do you think upper-class Latin

Americans favored governments run by caudillos? (10.4.1)

7. FORMING OPINIONS Do you think that U.S. imperialismwas more beneficial or harmful to Latin American people?Explain. (10.4.1)

8. CONTRASTING How was the principle of the RooseveltCorollary different from that of the Monroe Doctrine? (10.4.1)

9. WRITING ACTIVITY Assume the role of aCuban fighting for independence from Spain. Design apolitical poster that shows your feelings about the UnitedStates joining the struggle for independence. (Writing 2.2.b)

REVOLUTION

CONNECT TO TODAY

1823 1898 1903 1914

▼ This cartoon suggests that theRoosevelt Corollaryturned theCaribbean into aU.S. wading pool.

2. Sample Answer: 1823–Monroe Doctrine; 1898–Spanish-American War;1903–Panamanian rebellion; 1914–PanamaCanal opened. Most beneficial—Opening ofcanal, because it changed trade

3. rich got wealthy through land purchases;increased debt for poor

4. Latin American trade greatly increased, but no industrialization

5. to ensure its own security6. Caudillos protected upper-class privileges.7. Beneficial—Jobs and exports helped farmers

and workers. Harmful—No independence was gained.

8. The Monroe Doctrine was intended to discourage European intervention. The corollary authorized U.S. intervention regardless of European involvement.

9. Rubric Posters should• include text and visuals.• support or criticize U.S. intervention.

Rubric Datafiles should• include the number of ships and the type and

amount of cargo.• use tables, charts, or graphs.

CONNECT TO TODAY

1. caudillo, p. 382 • Monroe Doctrine, p. 384 • José Martí, p. 384 • Spanish-American War, p. 384 • Panama Canal, p. 387 • Roosevelt Corollary, p. 387


More About . . .

The Roosevelt CorollaryThe Roosevelt Corollary stated in part, “In the Western Hemisphere the adher-ence of the United States to the MonroeDoctrine may force the United States,however reluctantly, . . . to the exercise of an international police power.” In thefirst half of the 20th century, the UnitedStates used this corollary to justify sending troops into Haiti, Nicaragua, the Dominican Republic, Mexico, Cuba,Honduras, Guatemala, and Costa Rica.

Electronic Library of Primary Sources• from The Rough Riders

ASSESSSECTION 3 ASSESSMENTHave students work in pairs to completeitems 6 through 9 and Connect to Today.Students may also compare answers toitems 1 through 5 with their partners.


RETEACHUse the Reading Study Guide to reviewthe main ideas of the section.

Reading Study Guide, p. 131

In-Depth Resources: Unit 3• Reteaching Activity, p. 92

C. PossibleAnswers becausethe canal wouldprobvide a waterroute between thecoasts of the UnitedStates and give theUnited States con-trol over a directtrade link betweenthe Atlantic andPacific oceans

OBJECTIVES• Describe the role of Antonio López de

Santa Anna in the history of Mexico.

• Trace Juárez’s reform movement.

• Describe the rule of Porfirio Díaz.

• Explain the causes and results of theMexican Revolution.

FOCUS & MOTIVATEAsk students what they know about thecurrent government of Mexico. As theyread this section, ask them to contrastMexico’s government today with the turmoil of the past.

INSTRUCTSanta Anna and the Mexican War10.4.4Critical Thinking• What caused the battle between Texas

and Mexico? (Americans in Mexico-controlled Texas wanted self-rule.)

Electronic Library of Primary Sources• “Alamo Massacre”


• Guided Reading, p. 74• History Makers: Porfirio Díaz, p. 87








• Primary Source: from The Plan of Ayala, p. 82• Literature: from Tom Mix and Pancho Villa, p. 83

Electronic Library of Primary Sources • “Alamo Massacre”

eEdition CD-ROMPower Presentations CD-ROMCritical Thinking Transparencies

• CT64 Chapter 28 Visual SummaryWorld Art and Cultures Transparencies

• AT62 Distribution of the LandElectronic Library of Primary Sources

• “Alamo Massacre”classzone.com

388 Chapter 12

Comparing Use a chartto compare the majoraccomplishments of theMexican leaders discussed in this section.

TAKING NOTES

LeaderMajor

Accomplishment

388 Chapter 12


REVOLUTION Political,economic, and socialinequalities in Mexico triggereda period of revolution andreform.

Mexico has moved towardpolitical democracy and is astrong economic force in theAmericas.

• Antonio Lópezde Santa Anna

• Benito Juárez• La Reforma• Porfirio Díaz

• FranciscoMadero

• “Pancho” Villa• Emiliano

Zapata

4

SETTING THE STAGE The legacy of Spanish colonialism and long-term polit-ical instability that plagued the newly emerging South American nations causedproblems for Mexico as well. Mexico, however, had a further issue to contendwith—a shared border with the United States. The “Colossus of the North,” as theUnited States was known in Latin America, wanted to extend its territory all theway west to the Pacific Ocean. But most of the lands in the American Southwestbelonged to Mexico.

Santa Anna and the Mexican WarDuring the early 19th century, no one dominated Mexican political life more thanAntonio López de Santa Anna. Santa Anna played a leading role in Mexico’sfight for independence from Spain in 1821. In 1829, he fought against Spainagain as the European power tried to regain control of Mexico. Then, in 1833,Santa Anna became Mexico’s president.

One of Latin America’s most powerful caudillos, Santa Anna was a cleverpolitician. He would support a measure one year and oppose it the next if hethought that would keep him in power. His policy seemed to work. Between 1833and 1855, Santa Anna was Mexico’s president four times. He gave up the presi-dency twice, however, to serve Mexico in a more urgent cause—leading theMexican army in an effort to retain the territory of Texas.

The Texas Revolt In the 1820s, Mexico encouraged American citizens to moveto the Mexican territory of Texas to help populate thecountry. Thousands of English-speaking colonists, orAnglos, answered the call. In return for inexpen-sive land, they pledged to follow the laws ofMexico. As the Anglo population grew, though,tensions developed between the colonists andMexico over several issues, including slaveryand religion. As a result, many Texas colonistswanted greater self-government. But whenMexico refused to grant this, Stephen Austin, aleading Anglo, encouraged a revolt againstMexico in 1835.

Turmoil and Change in Mexico

Mexican leader Santa Anna▼


10.4.4 Describe the independence strugglesof the colonized regions of the world,including the roles of leaders, such as SunYat-sen in China, and the roles of ideologyand religion.

REP 4 Students construct and test hypotheses; collect, evaluate, and employinformation from multiple primary and secondary sources; and apply it in oral andwritten presentations.


LESSON PLAN









Task Creating a time line

Purpose To understand events and leaders of the Mexican Revolution

Instructions Have students keep track of the key termsand names in the section by placing them in a time line,like the one in the Reading Study Guide activity (alsoavailable in Spanish). Students can use the text and ques-tions in the Reading Study Guide to determine whetherany dates should be added to their time line. Encourage

students to develop a color system, such as using a differ-ent color for each historical figure.

1861—Benito Juarez and his supporters win control of the government.

1862—France invades Mexico.

1872—Juarez dies of a heart attack.

1876—Porfirio Diaz takes over Mexico.

1 9 1 1—Diaz gives up power.



Creating a Time Line of the Mexican Revolution


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CHAPTER 12 TRANSFORMATIONS AROUND THE GLOBE 133

Name ______________________________________________________________ Date ______________________

CHAPTER 12 Section 4 (pages 388–393)

BEFORE YOU READIn the last section, you read about U.S. economic imperialism in Latin America.

In this section, you will read about revolution and reformin Mexico.

AS YOU READUse the time line below to take notes on the reforms andkey events of the Mexican Revolution.

TERMS AND NAMESAntonio López de Santa Anna Leaderin Mexico’s fight for independenceBenito Juárez Leader of La ReformaLa Reforma Movement in Mexicoaimed at achieving land reform,better education, and other goalsPorfirio Díaz Dictator who came topower after JuárezFrancisco Madero Enemy of Díazwho believed in democracy“Pancho” Villa Popular leader of theMexican revolutionEmiliano Zapata Leader of apowerful revolutionary army

Turmoil and Change in Mexico

Santa Anna and the Mexican War (pages 388–389)

Who was Santa Anna?Antonio López de Santa Anna was a leading fig-ure in the early history of independent Mexico. Hefought for Mexican independence from Spain in1821. He fought against Spain again in 1829 whenSpain tried to recapture Mexico. He served asMexico’s president four times.

But in the 1830s, Santa Anna was unable to stopTexas from winning independence from Mexico. Inthe 1840s, the United States annexed Texas. Thisangered many Mexicans.

When a border dispute between Mexico andTexas turned into armed conflict, the United States

1872

1862 1917

1858Benito Juarez and his supporters

win control of the government.

invaded Mexico. Santa Anna led his nation’s armyand was defeated. Mexico surrendered hugeamounts of land to the United States.

1. What losses did Mexicans suffer under Santa Anna?

Juárez and La Reforma (pages 389–391)

What was La Reforma?Another important leader of the middle 1800s wasBenito Juárez. Juárez wanted to improve conditions

Reading Study Guide

Santa Anna led Mexican forces north to try to hold on to the rebellious territory.He won a few early battles, including a bitter fight at the Alamo, a mission in SanAntonio. However, his fortunes changed at the Battle of San Jacinto. His troopswere defeated and he was captured. Texan leader Sam Houston released SantaAnna after he promised to respect the independence of Texas. When Santa Annareturned to Mexico in 1836, he was quickly ousted from power.

War and the Fall of Santa Anna Santa Anna regained power, though, and foughtagainst the United States again. In 1845, the United States annexed Texas. OutragedMexicans considered this an act of aggression. In a dispute over the border, theUnited States invaded Mexico. Santa Anna’s army fought valiantly, but U.S. troopsdefeated them after two years of war. In 1848, the two nations signed the Treaty ofGuadalupe Hidalgo. The United States received the northern third of what was thenMexico, including California and the American Southwest. Santa Anna went intoexile. He returned as dictator one final time, however, in 1853. After his final fall,in 1855, he remained in exile for almost 20 years. When he returned to Mexico in1874, he was poor, blind, powerless, and essentially forgotten.

Juárez and La ReformaDuring the mid-19th century, as Santa Anna’s power rose and fell, a liberalreformer, Benito Juárez (HWAHR•ehz), strongly influenced the politics ofMexico. Juárez was Santa Anna’s complete opposite in background as well as ingoals. Santa Anna came from a well-off Creole family. Juárez was a poor ZapotecIndian who was orphaned at the age of three. While Santa Anna put his own per-sonal power first, Juárez worked primarily to serve his country.

Juárez Rises to Power Ancestry and racial background were important elementsof political power and economic success in 19th-century Mexico. For that reason,the rise of Benito Juárez was clearly due to his personal leadership qualities. Juárezwas raised on a small farm in the Mexican state of Oaxaca. When he was 12, hemoved to the city of Oaxaca. He started going to school at age 15, and in 1829, heentered a newly opened state-run university. He received a law degree in 1831.


ContrastingIn what ways

did Benito Juárezdiffer from SantaAnna?

Santa Anna’sarmy met withstrong resistancefrom the defendersof the Alamo.

▲

More About . . .

Antonio López de Santa AnnaSanta Anna was an opportunist who wastrue only to his own hunger for power,both inside and outside Mexico. In 1833,for example, he was elected as a liberal.When the country became more conser-vative, he too shifted to the right. Then, in1845, U.S. president James Polk helpedSanta Anna return from exile, with theunderstanding that Santa Anna wouldhelp mediate a peace agreementbetween the United States and Mexicoover the status of Texas. Instead, SantaAnna led the Mexican army in battleagainst the United States.

Juárez and La Reforma10.4.4Critical Thinking• How is the cycle of debt Mexicans

experienced similar to peonage in Latin America? (Rich landowners keptwages low and did not allow workersto buy land.)

• What was one reason for BenitoJuárez’s rise to power and continuedsuccess? (Possible Answers: He camefrom poverty, so people trusted him; he fought for years to help the peopleof Mexico get land and an education.)

,

,

,

,

A. Answer Juárezwas a poor Indianwho worked for thepowerless. SantaAnna was a well-to-do Creole con-cerned mainly withmaintaining hisown power.


Task Charting problems and the people affected by them

Purpose To understand main ideas and conflicts in history

Instructions Explain that identifying problems in history means determin-ing the difficulties faced by a group of people at a certain time. Ask pairsof students to identify one problem from each of the parts in this section.Students should name people who were affected by the problem or triedto solve it. While there may be several problems mentioned, encouragestudents to find and focus on main ideas. Encourage students to use head-lines, images, and captions as guides to finding main ideas. Have studentsrecord their answers in a chart like this one.

<please insert chart>

390 Chapter 12


Identifying Problems That Affected Mexico


390 Chapter 12

AnalyzingPrimary Sources

What doesPonciano Arriagathink is Mexico’sgreatest problem?

He then returned to the city of Oaxaca, where he opened a law office. Most ofhis clients were poor people who could not otherwise have afforded legal assis-tance. Juárez gained a reputation for honesty, integrity, hard work, and good judg-ment. He was elected to the city legislature and then rose steadily in power.Beginning in 1847, he served as governor of the state of Oaxaca.

Juárez Works for Reform Throughout the late 1840s and early 1850s, Juárezworked to start a liberal reform movement. He called this movement La Reforma.Its major goals were redistribution of land, separation of church and state, andincreased educational opportunities for the poor. In 1853, however, Santa Annasent Juárez and other leaders of La Reforma into exile.

Just two years later, a rebellion against Santa Anna brought down his govern-ment. Juárez and other exiled liberal leaders returned to Mexico to deal with theircountry’s tremendous problems. As in other Latin American nations, rich landown-ers kept most other Mexicans in a cycle of debt and poverty. Liberal leaderPonciano Arriaga described how these circumstances led to great problems forboth poor farmers and the government:

P R I M A R Y S O U R C EThere are Mexican landowners who occupy . . . an extent of land greater than the areas ofsome of our sovereign states, greater even than that of one of several European states. Inthis vast area, much of which lies idle, deserted, abandoned . . . live four or five millionMexicans who know no other industry than agriculture, yet are without land or the meansto work it, and who cannot emigrate in the hope of bettering their fortunes. . . . How cana hungry, naked, miserable people practice popular government? How can we proclaimthe equal rights of men and leave the majority of the nation in [this condition]?

PONCIANO ARRIAGA, speech to the Constitutional Convention, 1856–1857

Not surprisingly, Arriaga’s ideas and those of the other liberals in governmentthreatened most conservative upper-class Mexicans. Many conservatives responded

Juárez: Symbol of MexicanIndependenceIn 1948, more than 75 years after BenitoJuárez’s death, Mexican mural painter JoséClemente Orozco celebrated him in the frescoJuárez, the Church and the Imperialists. Aportrait of Juárez, which accentuates his Indianfeatures, dominates the work. The supporters ofEmperor Maximilian, carrying his body, areshown below Juárez. To either side of Juárez,the soldiers of Mexican independence prepareto attack these representatives of imperialism.By constructing the fresco in this way, Orozcoseemed to suggest that Juárez was both asymbol of hope and a rallying cry for Mexicanindependence.

SKILLBUILDER: Interpreting Visual Sources1. Contrasting How is Orozco’s portrayal of the

imperialists different from his portrayal of the forces of independence?

2. Drawing Conclusions Based on this fresco, how do you think Orozco felt about Benito Juárez?

Analyzing Art

Juárez: Symbol of MexicanIndependenceJosé Clemente Orozco was a rare combination of philosopher and painter.He tried to present events realisticallyand to represent their true meaning. He said, “No artist has or ever has hadpolitical convictions of any sort. Thosewho profess them are not artists.”

SKILLBUILDER Answers1. Contrasting Possible Answer: The

imperialists look old, small, and trou-bled by the burden of the emperor’sbody. The forces of independence lookyoung, strong, and ready to fight.

2. Drawing Conclusions Possible Answer: Orozco looked on Juárez as a great hero and a symbol ofMexican independence.

More About . . .

Benito JuárezBenito Juárez was a member of theZapotec, a farming people known fortheir pottery and crafts. The Zapotec feltthey could count on Juárez. When he wasinaugurated governor of Oaxaca, a groupof Zapotec gave him a petition that said,“You know what we need and you willgive it to us, for you are good and willnot forget that you are one of us.”

Vocabulary Note: PronunciationOaxaca is pronounced wuh•HAH•kah.

Title of PartSanta Anna and the

Mexican War

Juarez and La

Reforma

Porfirio Diaz and

“Order and Progress”

The Revolution and

Civil War

ProblemThe United States

took control of

Texas.

Juarez worked

for reforms in

government.

Diaz became a

dictator.

Leaders struggled

for power.

People InvolvedMexicans, Texans,

Americans

Peasants, Catholic

Church, landowners

Peasants, landowners,

businesspeople

Peasants, farmers,

landowners

,,

,,

B. Answer theunequal distributionof land andextreme poverty ofmany Mexicanpeasants


Task Writing and performing dialogue

Purpose To better understand the Mexican revolutionaries’ point of view

Instructions Distribute copies of the literature selectionfrom Tom Mix and Pancho Villa, found in In-DepthResources: Unit 3. Have students read the novel excerpt.Have small groups of students analyze the story and highlight the significant passages, including dialogue and

description of setting and characters. From the highlightedportions, have students write a dialogue to be performed.

The dialogue should include the main ideas from the interaction between Zapata and Villa, as well as theirpoints of view, and should include a beginning, middle,and end.

Students should assign roles among themselves. Studentsmay want to include suggestions for costumes and a setfor staging their dialogue.



Performing as Villa and Zapata



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LITERATURE SELECTION from Tom Mix and Pancho Villaby Clifford Irving

This novel is set during the Mexican Revolution. The fictional narrator is basedon the real-life cowboy Tom Mix (1880–1940), a popular American silent andsound film actor who starred in Westerns. In the following excerpt, Mixdescribes the first face-to-face meeting between Francisco “Pancho” Villa andEmiliano Zapata. What are your impressions of the two revolutionary leaders?

Name Date

Section 4

CHAPTER

12

The village of Xochimilco was a Zapatista strong-hold near the floating flower gardens south of

Mexico City. We rode on horseback, with a cloud-less sky and the sun like a ripe tomato rising abovethe snowy peak of Popocatépetl. Trotting throughcobbled streets that smelled of sizzling corn oil,Villa tilted his hat back and closed his eyes. Despitehis troubles with Conchita del Hierro, his mouthdrooped in a lazy smile; through the figurehead ofGutiérrez, he ruled Mexico. That wasn’t what hewanted—he had always said so—but it didn’t seemto displease him.

On the edge of Xochimilco we were met byProfessor Otilio Montaño, the burly schoolteacherwho had translated all of Zapata’s thoughts into thePlan of Ayala. It was the best revolutionist documentI had ever read, because it was the shortest. Whilethe horses drank from goatskin buckets of waterbrought by Indian women, children ran out withwreaths of poppies and roses that they dumped inour path. The sun shone brightly on a breathlesslyhot morning; the scent of the flowers was overpow-ering. Villa began to sneeze.

“My hay fever is coming back.” He turned tome, groaning quietly. “I’ll be dead by the time weget there.”

The village band of Xochimilco, a few trumpets,a tuba and a bass drum, played “Las Mañanitas,”and then the legendary leader from Morelosappeared, sauntering down the dusty main streetwith his retinue as we dismounted in front of theschoolhouse. I had seen pictures of Zapata, a formermelon grower and army sergeant, but I still wasn’tprepared for the man in the flesh.

Pancho Villa had come dressed in the clothes hehad worn in the northern campaigns—his tansweater with its frayed elbows, baggy khaki pantsand riding boots, and the cool pith helmet that wasnow stained much the same color as his shirt. Therest of us, except for Rodolfo Fierro, wore ourTexas scout hats and cartridge belts. Zapata looked

as if the finest tailors in Mexico City had preparedhim for the occasion and sewn his clothes aroundhis body. . . . He wore a brilliant lavender shirt, ablue neckerchief and a short black silk jacket fromwhose pockets protruded two scarlet handkerchiefs.He was a short man, and his pointed Spanish bootssported four-inch-high heels. The gold-braidedtwenty-gallon sombrero made it dangerous to comewithin two feet of him without risking that the brimmight cut your throat. His mustache extendedbeyond his cheeks; his dark eyes were large, liquidand mysterious. Candelario whispered to me, “Helooks like the leader of a mariachi band.”

But Villa, eyes leaking tears from the bouquetsof flowers the children had pressed into his arms,ducked under the sombrero and gave Zapata thepromised embrazo.

“Señor General, today I realize my dream. Imeet the chief of the great revolution of the south.”

In a languid voice, Zapata replied, “And I meetwith honor the chief of the Northern Division.”

Arm in arm they strolled into the schoolhousewhere a large wooden table, scratched with the ini-tials of children and lovers, had been placed in thecenter of a small classroom whose flaking wallswere yellowed with age. Termites worked busily inthe wooden beams overhead, so that peppery browndust dropped steadily on our papers. Zapata hadwith him his brother Eufemio, Otilio Montaño,three generals and a journalist named PaulinoMartinez. We all sat down, while the band gatheredin the corridor and began to play. The big bassdrum boomed in my ears, and it was hard to hearwhat the two chiefs were saying.

“. . . a beautiful sombrero, Señor Zapata. Itmust keep you very cool in the hot weather.”

“Very cool.”“I used to wear a sombrero, but in battle . . .

hard to see the enemy if . . . what? A present frommy wife in Chihuahua. Teddy Roosevelt . . . at SanJuan.”

In-Depth Resources: Unit 3

by launching a rebellion against the liberal government in 1858. They enjoyed someearly successes in battle and seized control of Mexico City. The liberals kept up thefight from their headquarters in the city of Veracruz. Eventually the liberals gainedthe upper hand and, after three years of bitter civil war, they defeated the rebels.Juárez became president of the reunited country after his election in 1861.

The French Invade Mexico The end of the civil war did not bring an end toMexico’s troubles, though. Exiled conservatives plotted with some Europeans toreconquer Mexico. In 1862, French ruler Napoleon III responded by sending alarge army to Mexico. Within 18 months, France had taken over the country.Napoleon appointed Austrian Archduke Maximilian to rule Mexico as emperor.Juárez and other Mexicans fought against French rule. After five years under siege,the French decided that the struggle was too costly. In 1867, Napoleon ordered thearmy to withdraw from Mexico. Maximilian was captured and executed.

Juárez was reelected president of Mexico in 1867. He returned to the reforms hehad proposed more than ten years earlier. He began rebuilding the country, which hadbeen shattered during years of war. He promoted trade withforeign countries, the opening of new roads, the building ofrailroads, and the establishment of a telegraph service. He setup a national education system separate from that run by theCatholic Church. In 1872, Juárez died of a heart attack. Butafter half a century of civil strife and chaos, he left his coun-try a legacy of relative peace, progress, and reform.

Porfirio Díaz and “Order and Progress”Juárez’s era of reform did not last long, however. In the mid-1870s, a new caudillo, Porfirio Díaz, came to power. LikeJuárez, Díaz was an Indian from Oaxaca. He rose through thearmy and became a noted general in the civil war and the fightagainst the French. Díaz expected to be rewarded with a gov-ernment position for the part he played in the French defeat.Juárez refused his request, however. After this, Díaz opposedJuárez. In 1876, Díaz took control of Mexico by ousting thepresident. He had the support of the military, whose power hadbeen reduced during and after the Juárez years. Indians andsmall landholders also supported him, because they thoughthe would work for more radical land reform.

During the Díaz years, elections became meaningless.Díaz offered land, power, or political favors to anyone whosupported him. He terrorized many who refused to supporthim, ordering them to be beaten or put in jail. Using suchstrong-arm methods, Díaz managed to remain in poweruntil 1911. Over the years, Díaz used a political sloganadapted from a rallying cry of the Juárez era. Juárez hadcalled for “Liberty, Order, and Progress.” Díaz, however,wanted merely “Order and Progress.”

Díaz’s use of dictatorial powers ensured that there wasorder in Mexico. But the country saw progress under Díaztoo. Railroads expanded, banks were built, the currency sta-bilized, and foreign investment grew. Mexico seemed to bea stable, prospering country. Appearances were deceiving,

Porfirio Díaz 1830–1915

To control all the various groups inMexican society, Porfirio Díaz adoptedan approach called pan o palo—“bread or the club.” The “bread” heprovided took many forms. Topotential political opponents, heoffered positions in his government. Tobusiness leaders, he gave hugesubsidies or the chance to operate asmonopolies in Mexico. And he wonthe support of the Church and wealthylandowners simply by promising notto meddle in their affairs. Those whoturned down the offer of bread andcontinued to oppose Díaz soon feltthe blow of the club. Thousands werekilled, beaten, or thrown into jail.

His use of the club, Díaz admitted,was harsh and cruel—but alsonecessary if Mexico was to havepeace. That peace, Díaz argued,enabled the country to progresseconomically. “If there was cruelty,” hesaid, “results have justified it.”


Porfirio Díaz and “Order and Progress”10.4.4Critical Thinking• What is significant about Díaz’s slogan

“Order and Progress”? (He omitted“Liberty,” showing that he wasn’t interested in freedom for all.)

• After 41 years of rule, what evidenceindicated that Díaz actually meant whathis slogan said? (Economic order andcommerce had increased, but poorMexicans remained poor and the richhad become richer.)

History Makers

Porfirio DíazDíaz justified his use of violence againstthe Mexican people by claiming it wasthe only way to establish peace andorder in Mexico. Over the course of hisleadership, the condition of Mexico didimprove. Railroads and banks were builtand a new financial stability grew in thecountry. However, poor workers andfarmers were still struggling to get by. Askstudents if his pan o palo methods weresuccessful, in their opinion. Ask them toback up their opinions with reasons.

In-Depth Resources, Unit 3• History Makers: Porfirio Díaz, p. 87


Task Creating poster-size murals

Purpose To help students understand Mexico’s history

Instructions Divide students into small groups. Each group will create a poster-sized mural depicting an event in Mexican history and writeexplanatory paragraphs about that event.

Ask each group to choose an important event in Mexican history from thissection for a mural subject. Group members should discuss their ideas andmake preliminary sketches before they begin their mural. Supply groupswith paper or posterboard and paints or markers.

Each group member should also write a paragraph describing the historicevent, including his or her opinion about the outcome, and also how he orshe contributed to the mural.

Encourage groups to present their murals to the class. Have each groupelect a spokesperson to explain why they chose this event and to describethe mural and what it represents. Students may use creative symbols orimages to depict attitudes, opinions, events, and outcomes.

Murals and graphics should display an understanding of the importantevents in Mexican history, show evidence of teamwork, and be clear and neat.

392 Chapter 12


Creating a Historical Mural

COOPERATIVE LEARNING

however. The wealthy acquired more and more land, which they did not put to gooduse. As a result, food costs rose steadily. Most Mexicans remained poor farmersand workers, and they continued to grow poorer.

Revolution and Civil WarIn the early 1900s, Mexicans from many walks of life began to protest Díaz’s harshrule. Idealistic liberals hungered for liberty. Farm laborers hungered for land.Workers hungered for fairer wages and better working conditions. Even some ofDíaz’s handpicked political allies spoke out for reform. A variety of political par-ties opposed to Díaz began to form. Among the most powerful was a party led by

Francisco Madero.

Madero Begins the Revolution Born into one of Mexico’sten richest families, Francisco Madero was educated in theUnited States and France. He believed in democracy andwanted to strengthen its hold in Mexico. Madero announcedhis candidacy for president of Mexico early in 1910. Soonafterward, Díaz had him arrested. From exile in the UnitedStates, Madero called for an armed revolution against Díaz.

The Mexican Revolution began slowly. Leaders arose indifferent parts of Mexico and gathered their own armies. Inthe north, Francisco “Pancho” Villa became immenselypopular. He had a bold Robin Hood policy of taking moneyfrom the rich and giving it to the poor. South of MexicoCity, another strong, popular leader, Emiliano Zapata,raised a powerful revolutionary army. Like Villa, Zapatacame from a poor family. He was determined to see thatland was returned to peasants and small farmers. He wantedthe laws reformed to protect their rights. “Tierra yLibertad” (“Land and Liberty”) was his battle cry. Villa,Zapata, and other armed revolutionaries won important vic-tories against Díaz’s army. By the spring of 1911, Díazagreed to step down. He called for new elections.

Mexican Leaders Struggle for Power Madero waselected president in November 1911. However, his policieswere seen as too liberal by some and not revolutionaryenough by others. Some of those who had supportedMadero, including Villa and Zapata, took up arms againsthim. In 1913, realizing that he could not hold on to power,Madero resigned. The military leader General VictorianoHuerta then took over the presidency. Shortly after, Maderowas assassinated, probably on Huerta’s orders.

Huerta was unpopular with many people, including Villaand Zapata. These revolutionary leaders allied themselveswith Venustiano Carranza, another politician who wanted tooverthrow Huerta. Their three armies advanced, seizing theMexican countryside from Huerta’s forces and approachingthe capital, Mexico City. They overthrew Huerta only 15months after he took power.

Carranza took control of the government and then turnedhis army on his former revolutionary allies. Both Villa andZapata continued to fight. In 1919, however, Carranza lured

Emiliano Zapata 1879–1919Shortly after Francisco Madero tookoffice, he met with Emiliano Zapata,one of his leading supporters.Madero’s reluctance to quickly enactreal land reform angered Zapata. Heleft the meeting convinced thatMadero was not the man to carrythrough the Mexican Revolution.

A few days later, Zapata issued thePlan of Ayala. This called for theremoval of Madero and theappointment of a new president. Theplan also demanded that the largelandowners give up a third of theirland for redistribution to the peasants.Zapata’s rallying cry, “Land andLiberty,” grew out of the Plan of Ayala.

When Venustiano Carranza ordered Zapata’s assassination, heexpected Zapata’s revolutionary ideason land reform to die with him.However, they lived on and wereenacted by Alvaro Obregón, afollower of Zapata, who seized powerfrom Carranza in 1920.

RecognizingEffects

What effectsdid Díaz’s rule haveon Mexico?

INTERNET ACTIVITY Create a shortbiographical dictionary of leaders of the Mexican Revolution. Go toclasszone.com for your research.

392 Chapter 12

Revolution and Civil War10.4.4Critical Thinking• What event was responsible for

Madero’s calling for a revolution? (his arrest and exile by Díaz)

• What does “revolutionary” mean in reference to the Mexican Constitution?(The constitution was a radical changefrom the past.)

History Makers

Emiliano ZapataWhy do you think revolutionaries likeZapata were important to the MexicanRevolution? (Possible Answer: Withoutstrong, courageous people, real changemay not occur.)

Zapata spent much time working forreform in practical ways as well as on thebattlefield. He established the country’sfirst agricultural credit union, called theRural Loan Bank, and tried to organizecooperatives for large sugar companies.When he met with a representative ofPresident Wilson in 1915, he sought sup-port from the U.S. government. Wilsonhad already recognized the Carranza government, and Zapata’s request was denied.

In-Depth Resources: Unit 3• from The Plan of Ayala, p. 82

Rubric Biographical dictionaries should include• all significant figures in the Revolution.• specific achievements.• important dates.

C. Answers politi-cal stability, someeconomic andindustrial progress,but increasingpoverty for mostcitizens



ANSWERS

Zapata into a trap and murdered him. With Zapata’s death, the civil war also cameto an end. More than a million Mexicans had lost their lives.

The New Mexican Constitution Carranza began a revision of Mexico’s constitu-tion. It was adopted in 1917. A revolutionary document, that constitution is still ineffect today. As shown in the chart above, it promoted education, land reforms, andworkers’ rights. Carranza did not support the final version of the constitution, how-ever, and in 1920, he was overthrown by one of his generals, Alvaro Obregón.

Although Obregón seized power violently, he did not remain a dictator. Instead,he supported the reforms the constitution called for, particularly land reform. Healso promoted public education. Mexican public schools taught a common lan-guage—Spanish—and stressed nationalism. In this way, his policies helped unitethe various regions and peoples of the country. Nevertheless, Obregón was assas-sinated in 1928.

The next year, a new political party, the Institutional Revolutionary Party (PRI),arose. Although the PRI did not tolerate opposition, it initiated an ongoing periodof peace and political stability in Mexico. While Mexico was struggling towardpeace, however, the rest of the world was on the brink of war.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Antonio López de Santa Anna • Benito Juárez • La Reforma • Porfirio Díaz • Francisco Madero • “Pancho” Villa • Emiliano Zapata

USING YOUR NOTES2. Which leader do you think

benefited Mexico most? Why? (10.4.4)

MAIN IDEAS3. In what ways was Santa Anna

a typical caudillo? (10.4.4)

4. How did Porfirio Díaz changethe direction of government inMexico? (10.4.4)

5. How were “Pancho” Villa andEmiliano Zapata different fromother Mexican revolutionaryleaders? (10.4.4)

SECTION ASSESSMENT4

DESIGNING A CAMPAIGN POSTER

Conduct research on the Institutional Revolutionary Party (PRI) today, particularly its politicalplatform. Use your findings to design a campaign poster for the PRI in an upcoming election. (10.4.4)

CRITICAL THINKING & WRITING6. MAKING INFERENCES Why might Benito Juárez’s rise to

power be considered surprising? (10.4.4)

7. ANALYZING CAUSES Why did Villa and Zapata turn against Madero? (10.4.4)

8. SUPPORTING OPINIONS The revision of Mexico’sconstitution is considered revolutionary. Do you agreewith this characterization? Why or why not? (10.4.4)

9. WRITING ACTIVITY Juárez’s motto was“Liberty, Order, and Progress.” Díaz’s slogan was “Orderand Progress.” Write an expository essay explainingwhat this difference in goals meant for the people ofMexico. (Writing 2.3.b)

REVOLUTION

CONNECT TO TODAY

SummarizingWhat were

Obregón’s accom-plishments?

LeaderMajor

Accomplishment

• Breakup of largeestates

• Restrictions onforeign ownershipof land

• Governmentcontrol ofresources (oil)

• Equal pay forequal work

• Limited legal rightsfor women(spending moneyand bringinglawsuits)

• State takeover of landowned by the Church

• Minimum wagefor workers

• Right to strike• Institution of

labor unions

Reforms of Mexican Constitution of 1917

Land Religion Labor Social Issues

SKILLBUILDER: Interpreting Charts1. Making Inferences Which reforms do you think landowners resented?2. Recognizing Effects Which reforms benefited workers?


Interpreting the ChartBefore students read the chart, havethem cover the text of the chart and justlook at the column heads. What reformsdo they think might have taken place?Then have them compare the actualreforms with their predictions.

Extension Suggest that interested students find out when Mexican womengained the right to vote and what otherlegal rights Mexican women have gained since 1917.

SKILLBUILDER Answers1. Making Inferences breakup of large

estates, restrictions on land ownership,nationalization of resources

2. Recognizing Effects minimum wage,right to strike, labor unions, equal payfor equal work

World Art and Cultures Transparencies• AT62 Distribution of the Land

ASSESSSECTION 3 ASSESSMENTHave students work in pairs to completeitem 2.


RETEACHUse the Visual Summary to review thissection and chapter.

Critical Thinking Transparencies• CT64 Chapter 28 Visual Summary

In-Depth Resources: Unit 3• Reteaching Activity, p. 93

2. Sample Answer: Juárez—Land, educationreform. Madero—Revolution. Carranza—Revised constitution. Obregón—Land reform.Benefited Mexico most—Obregón, becausereforms united various peoples of Mexico.

3. gained fame as a military leader; backed by military; aligned with upper classes; concerned with maintaining power

4. rejected reform, favored strict order

5. Both were poor peasants; other leaders wereupper-class and well-educated or from the military

6. poor, Indian background; lawyer (other leaders from military)

7. They believed his policies were not revolutionary enough.

8. Possible Answer: Yes—It introduced reformsnot addressed by former governments.

9. Rubric Expository essays should• consider accomplishments of each.• note loss of political freedom that resulted

from Díaz’s policies.

Rubric Campaign posters should• convey the political goals of the PRI.• use persuasive language and effective visuals.

CONNECT TO TODAY

1. Antonio López de Santa Anna, p. 388 • Benito Juárez, p. 389 • La Reforma, p. 390 • Porfirio Díaz, p. 391 • Francisco Madero, p. 392 • “Pancho” Villa, p. 392 • Emiliano Zapata, p. 392

D. Answer institut-ing constitutionalreforms, stressingeducation, and pro-moting nationalism

lesson plan 1 objectives china resists outside … history/chapters/wh ch 12 global...explain that...

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